Training and Flight Operations Support & Services

AIRBUS PILOT INSTRUCTOR

COURSES (APIC)

CORE MODULE
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AIRBUS TRAINING & FLIGHT OPERATIONS SUPPORT & SERVICES

AIRBUS PILOT INSTRUCTOR COURSE- CORE MODULE

TRAINING & FLIGHT OPERATIONS SUPPORT & SERVICES
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AIRBUS PILOT INSTRUCTOR COURSE- CORE MODULE

Copyright Notice

This course has been designed and developed for Airbus by LMQ Ltd. It is for the use of
authorised Airbus staff only in delivering the course either internally or to their customers
under the terms of a Licence Agreement

© LMQ Ltd.

Outside of this agreement the material shall not be reproduced, copied, or adapted
in any way that appears similar without the expressed written permission of LMQ.
This does not apply to material already in the public domain, unless it is originally
produced by LMQ, but it does apply to the manner in which the material is
delivered.

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Aims and objectives of the course

Aims
To develop the ability to train aviation based knowledge and skills and attitudes, including human
factors.

The successful instructor trainee will have completed the first module of training towards
achievement of a TRI (A) rating or SFI authorization. This includes the requirements for CRMI
accreditation in accordance with Standards Document 29 (UK Only).

Objectives
By the end of the course instructor trainees will be able:

. To recognize the need for adequate subject knowledge.

. To learn how to make adequate preparation for the conduct of training.
. To develop their confidence to use different training techniques.
. To learn how to develop effective relationships with trainees.
. To clearly define the objectives of a training session.
. To understand trainees needs & how they want to be trained.
. To transfer information and key messages effectively and efficiently.
. To manage a training session appropriately.
. To understand the subject of human factors.
. To learn how to manage CRM issues on training sessions.
. To be able to manage difficult situations and people effectively.
. To assess a trainees performance against a defined standard.
. To recognize the importance of making adequate progress reports.
. To know how to continuously develop their own training skills.

Administration
There will be no pre-course material provided to the Instructor Trainees. Material will be provided
as the course progresses so that a complete student guide is taken away as a reference document.

Final exercise
The final exercise will consist of a short training exercise containing the following elements:

. Briefing.
. Exercise carried out by trainees.
. Observation.
. Corrective action and motivation.
. Further observation.
. Assessment.
. Debriefing.
. Report writing

Each exercise will be managed by individual instructor trainees, instructing other trainees
in the group. Overall course performance will be individually debriefed by the course
tutors.

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Starting a training Session

Do’s
• Welcome the trainees

• Cover health and safety issues: Fire, toilets, drinks,

environment

• Agree to switch off phones and how to take calls

• Complete introduction carefully

• Explain the aims and objectives of the course

• Ask what they would like or not like

• Go through agenda and timings

• Describe the methods used in the training.

• Explain what is expected from the trainees, tests if

any

• Questions?

Don’ts
• Be unprepared

• Be late

• Ignore trainees

• Rush the beginning

• Not take into account the trainees’ needs

• Underestimate the importance of developing

rapport

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Learning Process

Why do people want to learn?

. To progress their careers

. To make more money
. To feel better
. To impress others
. To join in with their friends
. To protect themselves

What helps people to learn?

. To be given the opportunity to practice

. To be given the essential information
. To be patient and allowed to make mistakes
. To understand why the training is being done in a particular way
. To be given honest feedback
. To be encouraged
. To have a goal and measure

What doesn’t help them?

. To be put under pressure

. To be given too much information
. To be given poor equipment
. To be given too much of a challenge
. To be confused
. To be humiliated
. To be bored

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Trainers (1)

What are good trainers?

. They have knowledge
. They are patient and have a positive attitude
. They are not judgmental and show empathy
. They are supportive and helpful
. They transfer information clearly
. They define the goal
. They involve trainees in the task
. They set targets to check progress
. They have good tone and manner
. They express things in different ways
. They encourage trainees and are honest
. They are willing to share their knowledge
. They are well prepared
. They enjoy what they do
. They have humility and admit mistakes

What are poor trainers?

. They do everything themselves
. They do not have an open mind
. They are aggressive, abusive and intimidating
. They give no praise
. They have no structure
. They are always complaining
. They feel superior and “know it all”
. They can’t communicate
. They demotivate and are too critical
. They don’t let the trainees do it
. They can’t observe objectively
. They don’t listen

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Trainers (2)

Knowledge .
.
Subject
How trainees are different
. The training process
. Human Factors
. Behaviour

Skills .
.
Training techniques
Clarity and conciseness
. Listening
. Observing
. Questioning
. Good behavior
. Assessing and analysis
. Give guidance and criticism
. Keeping control
. Time management
. Motivating
. Body language

Attitudes .
.
.
Trusting
Avoid negativity
Disciplined
. Patient
. Treating people as equal
. Honesty
. Willing to share knowledge
. Respecting others
. Adaptable

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Learning process

• Trainees must recognize

. the need

• They must see the relevance

• They must understand the information

• They must be engaged in the learning process

• They must have opportunities to practice

• They must get feedback and reward

• They must see the results on the job

Unconscious
incompetent

Unconscious Conscious
Competent incompetent

Routine

Conscious
competent

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Effective training (1)

Experience has shown that the following ten elements are essential for training to be effective. All 10
may not always be evident during every training session, but some could be more important than
others.

Effective training is where:

The trainer knows the subject:

. The Trainer has researched the subject thoroughly
. The Trainer can answer most questions adequately or directs to an appropriate resource
. The Trainer has sufficient depth of knowledge to be flexible in the training

The trainer is able to analyse and diagnose faults:

. The Trainer can identify where the trainee is going wrong
. The Trainer knows why the trainee is not performing
. The Trainer has appropriate solutions for each fault

The training objectives are SMART:

. The training objectives are specific, measurable, achievable, relevant and time bound
. The training objectives are agreed by the trainees
. The trainer is able to amend the objectives if necessary during the training

The training is clear, concise and interesting:

. The training is delivered so that it is easily understood
. The trainer uses a variety of tools to get the message across
. The trainer maintains the interest of the trainees

The training is responsive to how trainees like to learn:

. Trainees are involved in the training
. Trainees have opportunities to practice skills
. Trainees are given time to reflect on what they have learnt
. Trainees are able to ask questions

The trainer tests understanding to confirm learning:

. The Trainer asks effective questions
. The Trainer sets appropriate tests
. The Trainer challenges trainees to demonstrate their learning

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Effective training (2)

The trainer is approachable and supportive:

. The Trainer is open and honest
. The Trainer is relaxed, friendly and interested in trainees
. The Trainer listens well and shows empathy to trainees
. The Trainer asks for and is able to receive criticism well

The trainer is able to demonstrate well:

. The Trainer is able to do what is being taught to a high standard

. The Trainer is able to demonstrate clearly
. The Trainer is also able to demonstrate how not to do it

The training is structured, organised and efficient:

. It is well designed and has a logical structure

. It is well organised
. It runs efficiently with little waste of time, resources or use of equipment

There is good documentation, tools and equipment:

. The documentation is clear, sufficient and easy to refer to
. The tools and equipment used are relevant and in good working order
. There is enough equipment and time for each trainees to use

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Communication Toolkit

Problem Decision Information

ALARM !

Ask yourself: Who needs to know?

Then, take responsibility for transferring messages:

§ Accurately, clearly, adequately and timely

Your responsibility

Tune in : Get attention

Deliver : What you need to

tell

Check:
understanding:
Open questions
Agreement
Summarize
Your responsibility

Tune in: Look interested

Receive: Listen

Demonstrate Show you

understanding understand

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Behavior choices

loud sarcasm
forceful condescending
anger belittling
posture spreading rumor
invading space gossip
shouting hides behind humor
abusive dishonest
violent confusing
glaring manipulative
finger-pointing sulking

Direct aggression Indirect aggression

friendly and relaxed

confident
quiet open and honest
avoid eye contact expresses feelings and opinions
apologetic has empathy
nervous listens to understand questions
timid clear and concise
agrees with everything gives criticism and praise
does not express opinion manages and reads body language
don’t argue comfortable eye contact
never says no asks for what they want
don’t make decisions says no
don’t ask questions willing to compromise

Submissive behavior

Assertive behavior

Behaviour Breeds Behaviour

Behaviour is a Choice

Thought plus Benefit will encourage a Behaviour

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Short-term gains, long-term effects

Short term gains

Direct aggression:
Get your way, keep control, get respect, save time, get results, stop protests,
get your message across

Indirect aggression:
Get your way, have fun, gain support of others, self satisfaction

Submissive:
Quiet life, to be liked, no pressure, avoid conflict, not blamed

Long term effects

Direct aggression:
Lack of respect, avoided, don’t get information, personal stress, lose
credibility, create fear, no initiative from others, no support, disliked

Indirect aggression:
No trust, no respect, revenge, avoided, no progress, conflict

Submissive:
Don’t get anything, treated badly, depressed, ignored

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Behaviour Process

Past experience

Thoughts

Feelings

Decision
(Is there a benefit?)

Behavior

Message
perceived

Other’s behavior

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Your rights

. I have the right to be treated with respect

. I have the right to ask for what I want or need

. I have the right to my own personal feelings, and to express

them

. I have the right to express my values, opinions and ideas, which

may be different from other peoples

. I have the right to make mistakes, be unaware or unskilled

. I have the right to change my mind

. I have the right to refuse a request and say 'NO', without feeling guilty

. I have the right to ask for more information when I don't understand

. I have the right to decline responsibility for other people’s

problems

. I have the right to say and do the things that are important to
me without being dependent on other people for approval

. I have the right to decide not to assert myself

When taking up your rights you will be held

responsible for the consequences

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Training preparation

Who
The audience. consider the potential population, experience levels, culture, abilities,
motivation, age, company, learning preference

Why
Need for the training and developing training objectives. Why do they want to
learn? Be aware that motivations are wide ranging and sometimes non-existent.
Company requirements

What
What knowledge, skills and attitudes they must have, should have, and nice to
have. Determines the course syllabus material. There is some limited flexibility to
adapt to the trainee’s needs, but all topics must be covered if running an approved
course

Where
Ensure the venue is adequate. Ensure any health and safety requirements are fully
understood. Know limitations of training area.

When
When will it take place. Time of day etc. How long does the training need to be

How
Style – the method to transfer the learning

Visual Aids, tools, equipment

Reality Rules - Need to prepare and maintain the illusion of a simulator being a
real aircraft; give examples of how the instructor can prepare a
simulator so that the trainees arrive seeing the aircraft set in the
appropriate configuration with the weather and fuel set.

Develop the Structure and timings – outline skeleton of the training

Tell them what you will tell them, tell them, and then tell them what you’ve told
them (ie introduction, the main messages, a summary and/or questions)

Develop the Content – the flesh on the bones

Determine how the training will be assessed

Prepare materials
Rehearse

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Body Language (1)

Managing your own

.
. Recognize that we may become lazy in managing our body
language, so that our intentions are misunderstood. Consider
matching your tone, expression and other gestures with what you
are trying to communicate.

. Avoid touching objects or leaning on things belonging to others as

it violates their ownership.

. Do not adopt confrontational positions or different levels.

. Personal space is different for each person, culture and social style

Reading others
.
. There are thousands of combinations of physical signs and each
person is an individual, so it is risky to assume a gesture means
anything in particular.

. Observe the overall picture carefully.

. Use signs as alarms or guidance – do not act until they are

checked out

. Look for changes in body language and evaluate in accordance

with the situation.

Don’t Assume – Check!

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Body Language (2)

Common Indicators “Possible” Meaning

Pointing towards door or hands on knees I want to go
Stroking chin Decision making
Steepling Confidence
Hands clenched Holding back
Tilted head Interest
Fingers supporting head Critical
Single head nod Agreement
Neck rub Frustration
Lowering head Disagreement
Arms and legs crossed Protection
Crossed limbs with erect posture Defensive
Lint picking and staring at floor Disapproval
Hand washing Manipulation
Hand rubbing looking forward
Listener touching eye, ear, mouth I don’t like it
Speaker touching face Less than accurate
Foot movement Discomfort
Seat shifting Discomfort
Tapping Impatience
Leaning forward Ready for action
Leaning back Inaction
Hands behind head Superior
Rapid eye shift Sudden thought
Scratching head Confusion
Open posture and hands Openness

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Talk Language

What they say What they “might” mean

With all due respect I have little respect

That’s interesting. What you say is strange

To be frank with you I don’t like you so I will tell you what I think

To be perfectly honest I am going to be less than honest

I will try this technique This will be the last thing I do

I agree with you, but I do not agree with you

Don’t get me wrong You won’t like this but I don’t care

I was about to say that I wasn’t going to say exactly that

I shouldn’t be doing this I will do it

I’ll tell you what, I’ll think it over No

You might like to know I know more than you

The training captain is excellent I have problems with them

It’s not that I don’t believe you I just don’t trust you

I don’t mind at all I am extremely annoyed

Tune in to their language.

Note the emphasis that they put on each word.

Above all – always ask yourself – Why did they say that?

Concentrate on the words people use – Are they visual, audio or tactile.

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Human Factors Model (1)

Definition of Human Factors

Human factors are “the things that affect a person’s performance”

Process

Potential Factors
“Things that have the potential to influence the
Direct Factors”

Managing Factors
“Things that enable people to manage the Potential
Factors and improve the Direct Factors”

Direct Factors

“The acts or omissions that directly affect

Performance”

Performance

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Human Factors Model (2)

Process

Design, environment, fatigue, vision illusion,

ergonomic, organization, documentation, culture,
security, societal, stress, commercial, automation,
psychological, attitudes, physiological, language,
procedures, alert system, relationships, time,
illness…

Potential Factors
Communications, team work, workload
management, decision making, root causes
Managing Factors analysis, attitudes, behavior, situation awareness,
planning, incident reports, fitness, motivation,
leadership, SOP’s, check-lists, technical
Direct Factors knowledge, flying skills, review, stress…
(ie Technical competency plus CRM)

Performance

Decisions,
Dexterity
Distraction
Awareness

Good, Standard, Poor

Performance

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LMQ CRM Standards

COMMUNICATIONS
Crew members :-
Know what, how much and who they need to communicate to.
Ensure the recipient is ready and able to receive the information.
Pass messages and information clearly, accurately, timely and adequately.
Check the other person has the correct understanding when passing important information.
Listen actively, patiently and demonstrate understanding when receiving information.
Ask relevant and effective questions, and offer suggestions.
Use appropriate body language, eye contact and tone.
Are open and receptive to other people’s views

LEADERSHIP & TEAMWORKING

Crew members :-
Agree and are clear on the team’s objectives and member’s roles.
Are friendly, enthusiastic, motivating and considerate of others.
Use initiative, give direction and take responsibility when required.
Are open and honest about thoughts, concerns and intentions.
Give and receive criticism and praise well, and admit mistakes.
Confidently do and say what is important to them.
Demonstrate respect, empathy and tolerance for other people.
Involve others in planning and share activities fairly.

WORKLOAD MANAGEMENT
Crew members :-
Are calm, relaxed, careful and not impulsive.
Prepare, prioritize and schedule tasks effectively.
Use time efficiently when carrying out tasks.
Offer and accept assistance, delegate when necessary and ask for help early.
Review and monitor and cross-check actions conscientiously.
Follow procedures appropriately and consistently.
Concentrate on one thing at a time, ensure tasks are completed and do not become distracted.
Carry out instructions as directed

SITUATION AWARENESS
Crew members :-
Are aware of what the aircraft and its systems are doing.
Are aware of where the aircraft is and its environment.
Keep track of time and fuel
Are aware of the condition of people involved in the operation including passengers.
Recognize what is likely to happen, plan and stay ahead of the game.
Develop what if scenarios and make pre-decisions
Identify threats to the safety of the aircraft and people.

PROBLEM SOLVING & DECISION MAKING

Crew members :-
Seek accurate and adequate information from appropriate resources.
Persevere in working through a problem.
Use and agree an appropriate decision making process.
Agree essential and desirable criteria and prioritize.
Consider as many options as practicable.
Make decisions when they need to, review and change if required.
Consider risks but do not take unnecessary risks.

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Training

Instruction and facilitation

Training

Instructing Facilitating

What do the words mean? Telling and showing They figure it out

Developing knowledge Changing attitudes,

What is the aim?
and skills developing awareness

Who knows the subject? Trainer Both

Who has the experience? Trainer Both

How do you know if the

Test Observation
trainee has learnt?

What is your attitude towards

Judgemental Non judgemental
the trainee’s responses?

Who talks the most? Trainer Trainee

How long does it take? Finite Indefinite

How much preparation? A lot Little

How high is the trainer’s

High to medium Intense
workload during session?

Who sets the agenda? Trainer Both

Where typically is the focus? Trainer and tasks Trainee

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Questioning

Type Example Response Purpose

Start discussion
What do you think of …?
Open Get thoughts
How can you improve? Anything
Check of
Why did ….?
understanding

Gives structure
Closed Is that the time?
Yes or No Control
Do you know the height?
Check
Are you clear?

What is the pressure?

Direct Who is the captain?
Specific data Get information
When are we leaving?
Where is the manual?

Why?
Better
Probing Explain what you mean?
More information understanding
What exactly are you
Deeper thought
saying?

What did you learn?

Summarizing Check
How will you use this? Learning or agreement
understanding
Do you understand?

You do know this don’t

What you want them to
Leading you? Nil
say
Had you considered …?

Multiple
???? Confusion Nil

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Facilitation Questions

Here are some general questions that you can select from whilst
facilitating debriefs:
Open

. (How do you think that went overall.)

. What was interesting
. What did you do well
. What didn’t go so well
. What caused you concern / frustration / discomfort
. What surprised you about how you operated
. What was your communications/teamwork/WM/SA/PSDM like during the …
. What did you consider when making the decision
. How did you feel when ….
. What was happening at that time
. Why did you say that / do that
. What else happened that caused a problem

Probing

. Oh!
. Why
. What would have made you more comfortable
. Why do you think they did that
. What would you have preferred to have happened
. Tell me more about how you felt when …
. Explain your thoughts when …
. How could that be improved
. How will you do it differently next time
. Which CRM standard does this relate to

Closed

. Is there anything you would particularly like to talk about

. Did you notice what … said during the …
. Did you clearly understand the brief
. Were you aware that air traffic were trying to get hold of you
. Had you identified the cause of the problem at this stage
. Was that a reasonable request
. Was that action expected
. Did you consider that possibility
. Was that a good decision at that point
. Does anyone have anything further to add

Summarising & reflecting

. What have you learnt

. How will you use this learning in future
. Do you agreed that you will …

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Listening

L OOK INTERESTED

I NQUIRE WITH QUESTIONS

S TAY TUNED

T EST UNDERSTANDING

E VALUATE THE MESSAGE

N EUTRALISE YOUR THOUGHTS AND FEELINGS

Remember you can only concentrate on one thing at a time

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Johari Window

Things I know about myself Things I don't know

Blind Spot
What they think about me

Things I want to minimise my blind

others know Public Area spot
about me
I want all the information
about me

ASK FOR CRITICISM

Things Unknown
others don’t
Hidden Area
know Unfulfilled potential

CRITICISM IS A GIFT

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Giving Criticism (1)

Preparation

Who The right person and are they ready to receive the criticism.

What It should be about their behavior and not the person, and only behavior that can be
changed. Be specific about what they are actually doing. Think of examples.

Why Remember criticism is a gift, which must be for the benefit of the receiver and not a
release for the giver. Be clear about what you really want - ask yourself if it is
reasonable and achievable.

Where Choose an appropriate place. Set them up to receive it well.

When Choose an appropriate time but as soon as possible after the event.

How This needs to be done assertively. Avoid making vague insinuations or direct
personal attacks. Think positively, acknowledging that the other person has the
right to be treated with respect as well as all their other rights. But you also have
the right to express your opinion and to ask for a change.

Delivery

1. Describe their behaviour.

Avoid vague generalized statements: "That approach was a complete mess".

Make clear specific statements instead: "When you don’t respond to advice that I
offer you…

2.Describe its effects

Express how you feel about their behavior or how it affected you or others:
"I feel concerned that you might not progress as quickly as possible”

3. Check awareness

At this stage it is important to open up the discussion and check the other person’s
understanding:
“Had you realised?” (Either that they had not responded or the effects.)

Discuss their views, look for solutions and any compromises

Normally their response is positive. If not ask why they are behaving in that manner, why
they prefer their way and why it is important to them. Stay Assertive – manage your tone and
body language. If appropriate ask what they might do differently to achieve the same result.
Be clear what you want: “I’d like you to use the advice I give you or ask if you don’t
understand ”. Look for compromise and offer support, but reaffirm what you would like them
to do.

Start a conversation not a war!

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Giving Criticism (2)

Describe the consequences

If you have reached an agreement, state clearly what the outcome of their new behaviour
will be; it will be positive:
"I'm sure this will improve your performance and will make the training more enjoyable."

However, if there is no agreement you will need to let them know the negative
consequences.
"If you do not respond to my advice it will be difficult for me to continue with your training"

Summarise
The points that you have agreed:-

“Are you clear that is what will happen?”

Follow up and review

Compliment if done right.
Carry out negative consequences otherwise.

Remember, putting off giving criticism only prolongs the agony!

A useful phrase is:

" When you. …(Describe behaviour) …

I felt / it caused … (describe feelings / effects)...

Had you realised?

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AIRBUS TRAINING & FLIGHT OPERATIONS SUPPORT & SERVICES

AIRBUS PILOT INSTRUCTOR COURSE- CORE MODULE

Flight instruction

Specific Issues

- Dangerous
- Trainer is liable
- Fatigue – out of hours training
- Procedural
- Dynamic
- Equipment needs to be managed
- Difficult environment
- Multicultural
- Have to demonstrate well
- When to take over - not too early or too late
- There is defined control
- Could be examining as well as training
- Also have to get the job done while training
- You are part of the crew.
- Can’t repeat unless in simulator
- Time constrained
- Amount of patter

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TRAINING & FLIGHT OPERATIONS SUPPORT & SERVICES
AIRBUS

AIRBUS PILOT INSTRUCTOR COURSE- CORE MODULE

Common Errors by students

- Fixation
- Lack of big picture
- Overloaded
- Rushing
- Freezing
- Making assumptions
- Lack of knowledge and skills
- Poor attitudes
- Bad habits
- Lack of motivation
- Underconfidence
- Overconfidence
- Unconcious incompetence
- Fatigue
- Misunderstanding
- Time management
- Ability to prioritise
- Over controlling

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AIRBUS TRAINING & FLIGHT OPERATIONS SUPPORT & SERVICES

AIRBUS PILOT INSTRUCTOR COURSE- CORE MODULE

Report Writing (1)

Background

A written report is required following all training sessions. The report should only contain
information already discussed with the student during the debrief.

Many reporting systems have both a written and a numerical assessment of pilot
performance. The numbers and words must match and be a fair assessment of the
exercise.

All reports should be clear and to-the-point.

Some rules for compiling a report:

. State the facts (particularly any potentially dangerous incidents)

. State what was good and what was not so good.
. Indicate the Trainee’s progress, for example, 'below the level expected at this
stage of the course)
. State agreed remedies and recommendations
. Be concise (to-the-point)
. Be precise (accurate), do not use complex words. Report writing is very important
and must not be ignored.

All Trainers benefit from a review of good report writing, remember the key points.

In Report Writing, there are 3 critical needs:

The Trainer’s Needs (the TRI)

Reports should be a clear, factual and accurate record of what occurred. The report
should state any areas of weakness or incomplete exercises and why.

The Trainee's Needs (the Student)

Reports should be honest and constructive but they must also be accurate and factual.
They should answer the question, ''how am I doing?'' and against which standard (The
Course, the Company, National Aviation Authority). A clear record of progress and
feedback is an agreement made between the student and trainer.

The Training System’s Needs (the Airline or Training Organisation)

Reports should be a permanent record defining progress achieved with deviations

from the standard. It should contain a record of completed exercises and
outstanding items with evidence, if necessary.

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AIRBUS PILOT INSTRUCTOR COURSE- CORE MODULE

Report Writing (2)

Summary:

Every instructor must avoid inaccurate, ineffective, contradictory or confusing reports.

Every student needs a good report.

A good report will,

. tell the truth

. be honest and accurate
. identify problem areas
. note agreed corrective action with a timetable
. provide feedback
. review progress
. provide a permanent record
. ensure what is written matches the verbal debrief

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AIRBUS TRAINING & FLIGHT OPERATIONS SUPPORT & SERVICES

AIRBUS PILOT INSTRUCTOR COURSE- CORE MODULE

Final Exercises
The final exercises are designed to give you an opportunity to bring together all that you
have learnt during the week. They should be carried in a manner that replicates a flying
training exercise which could be either in the simulator or in an aircraft, so that you can
begin to see the link between the knowledge and skills you have developed so far and
your next phase of instructor training.

Therefore plan your exercise so that there are the following 3 first distinct phases:-

Briefing (< 5 min)

Introduce yourself and develop rapport

Identify trainees’ experience
Explore their motivation
Explain the objectives and timings
Describe the training process, equipment, and methods you will use
Brief on where the training will take place which will be different from the briefing.
Brief on how they will be tested.
Ask for questions

Training activity (approx 15 min)

Clarity of explanation
Effective demonstration
Relevant and adequate content
On going patter
Observation
Corrective remarks
Coaching
Motivation
Using a combination of instructing and facilitation as required
Test

Debriefing (5 min)

Return to briefing location

Remove equipment
Use a balance of facilitation and instruction
Identify what went well, what didn’t go so well, what they found difficult.
Identify how they can improve their skill and what they will do differently.
Agree how they will use it in future.
Correct any wrong learning.

Feedback (< 10 min)

You will self assess your performance in all 3 phases above. Also your colleagues and
the course tutors will give you feedback on what you did well and where you need to
improve. Finally, you will have the opportunity of viewing the video of brief moments
from your training session.

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