Captain Michael Varney FRAeS
Development of Effective EBT Programs
Successful EBT is driven by the quality of the learning experience. In turn this depends on the instructor, and our attention is rightly taken to challenge instructors to look at their pilots in a different way, using tools to observe, record and classify performance against a competency framework, and taking a non-judgmental approach to learning. We concentrate a substantial amount of effort to achieving this, but it needs to be matched by a relevant, realistic, and competency-based approach to the development of training. We must not forget the purpose and the need for a quality learning experience based on the 4 EBT principles, comptency-based training, learning from positive performance, developing resilience and of course, driven by data. There are 2 phases of EBT (Evaluation and Scenario-Based Training) that need very careful attention if we are to achieve the stated aims of a program focussed on processes and competencies, where and not simply even or tasked-based assessment. To do this, we must look beyond the headlines of each competency into the Performance Indicators, because this is what we need for both assessment and design. We cannot design to a generic idea of a competency, we need to isolate elements of each scenario where we define the criticality of a competency based on the need for a specific Performance Indicator, or Indicators. The subject of development is introduced through a comparison to ISD and ADDIE and charting the elements which are relevant to EBT. After this, specific indicator is used to use in the development of assertiveness based on a learning experience tailored to Leadership and teamwork and communication. The key here is detailed contextual development ensuring the indicators remain critical to the scenario. Finally, there is a review and some lessons for the development process.
Session 1 – EBT: Training Methods & Implementation
1350-1450 (Korea Standard Time)
