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 Procedures Trainer at CAE Training Center.


SETTING UP A SCENARIO


SBT


captures the elements that professional aviators encounter in the        up, taxi, takeoff, approach, and landing.


“Realistic weather, performance and operating environments are all essential  says. “The value of this approach is that the crew is able to develop and practice      to a variety of normal and abnormal operations without risk to the aircraft and the crew. Our instructors attend initial and recurrent courses as a client and as an observer, and they get practice and supervised instruction in the classroom and simulator, before working with our customers. They draw upon their experience, their FlightSafety International instructor training, and an analysis of      missions to develop a scenario for each client that mirrors the challenges they may 


In order to adapt to the realities of operators and ensure pilot readiness, training effectiveness is key. Emerging training and technology innovations that integrate training data with line performance data can help build such an approach.


66 Mar/Apr 2018


“To improve our safety record, it is important   Leontidis says. “Often, the root cause is tied to human factors such as decision- making, crew interaction, communication             improved training.


         


Training scenarios need to be realistic   scenarios such as accident sequences that have occurred before, and then use them to help formulate or re-create a scenario.


“To use an unusual situation, having an ag spray pilot shoot dozens of instrument       simulator is not strongly relevant to the       says. “That is not to say that some IFR work should not be done, but the





   and challenging aspects of current       scenario-based training is really to teach     maneuvers and systems knowledge. The instructor has to think critically, and analyze where problems can occur or where decision-making can be challenged and explored.


“For an ag pilot, maybe having a few        and visibility nearby and a forecast to stay low for a while, and the fuel tank getting low, would be a good scenario.     aircraft has a very important meeting that could affect the long-term success  the night before, but gets a late start and now the weather is much worse than it        pedals coming into a rooftop helipad with a patient in the back? Those outside       into a training session, but the point is that each of those pilots has a very personal level of attachment to each of those scenarios. And when it has meaning, it will stay in the knowledge bank of that 


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