ICAO Cabin Crew

Safety Training
Manual

Welcome Remarks
Martin Maurino
Safety, Efficiency and Operations Officer,
International Civil Aviation Organization, ICAO

Access the Mobile App

http://eventmobi.com/cs2014/

#IATA_CabinSafety
3

ICAO
Cabin Crew
Competency-based Training Workshop

Welcome!

Session 1
Introduction
to the
ICAO Workshop
on
Cabin Crew Competency-based Training

Objective
To introduce ICAO workshop instructors and
participants
To introduce the workshop goals and contents

ICAO Workshop Instructor

Martin Maurino
Safety, Efficiency and Operations Officer
Air Navigation Bureau, ICAO

Introduction of Participants

Workshop Goals
Provide participants knowledge of:
ICAO Standards and Recommended Practices (SARPs) relevant to
cabin crew and cabin safety and security
in Annexes 6, 8, 13, 18 and 19 and related guidance material

Cabin crew competency-based training concepts and associated

guidance material

Develop participants knowledge to implement (operator/ATO) or

approve and oversee (State) key components of cabin crew
competency-based training programme
Based on ICAO Cabin Crew Safety Training Manual (Doc 10002)

Time

Subject

09:00 09:15

Introduction to the Workshop

09:15 09:45

Overview of ICAO Standards and Cabin Crew Safety Training Manual (Doc 10002)

09:45 10:30

Introduction to Competency-based Training & Assessment Concepts

10:30 11:00

Refreshment Break

11:00 11:45

ICAO Cabin Crew Competency Framework

11:45 12:15

Management Aspects of the Training Programme & Training Facilities and Devices

12:15 13:45

Lunch Break

13:45 14:45

Transitioning from Traditional to Competency-based Training

14:45 15:15

Practical Exercise:
Developing a scenario for competency-based training

15:15 15:45

Refreshment Break

15:45 16:15

Practical Exercise (Contd)

16:15 17:00

Practical Exercise: Presentations and Group Debriefings

Documentation
ICAO Cabin Safety website
www.icao.int/cabinsafety

Session 2
Overview of ICAO Standards
and
The Cabin Crew Safety Training Manual
(Doc 10002)

Overview

Definition of cabin safety

ICAO cabin safety requirements
ICAO cabin crew training requirements
ICAO Doc 10002
ICAO Cabin Safety Group & its role
Overview of Doc 10002 Chapters
Intent of the manual
Q&A

What is Cabin Safety?

Discipline that contributes to
Prevention of accidents and incidents
Protection of aircraft occupants

Through proactive safety management, including

Hazard identification and safety risk management

Increase of survivability in event of emergency situation

What is Cabin Safety?

Cabin safety focuses on:

Regulations relating to cabin operations

Operators procedures and documentation
Cabin crew training and qualifications
Human performance
Design and manufacturing
Equipment and furnishings on board aircraft
The operational environment

ICAO Cabin Safety

Requirements

ICAO Requirements: Cabin Safety

ICAO Annexes contain SARPs
Adopted by Council of ICAO
Serve as minimum Standards applicable to
international civil aviation

Following Annexes comprise SARPs related to

cabin safety

Annex 6 Part I
Operation of Aircraft, Part I International Commercial Air
Transport Aeroplanes

Operators procedures
Passenger safety
Carry-on baggage
Minimum cabin crew requirements
Assignment of cabin crew members emergency duties
Cabin crew at emergency evacuation stations
Protection of cabin crew during flight
Cabin crew training programmes
Equipment required on board aeroplanes
Cabin crew members fatigue management
Security-related procedures and security training programmes

Other Relevant Annexes

Annex 8 - Airworthiness of Aircraft

Cabin design & manufacturing

Systems design features
Operating environment & Human Factors
Crashworthiness & cabin safety

Annex 13 - Accident and Incident Investigation

Annex 18 - The Safe Transport of Dangerous Goods by Air
Establishment of dangerous goods training for cabin crew members
Technical Instructions for Safe Transport of DG by Air

Annex 19 - Safety Management

Service providers safety management systems

ICAO Cabin Crew Training

Requirements

Safety & Emergency Procedures Training

Annex 6, Part I - Paragraph 12.4

Operator shall establish/maintain training programme

Completed by all persons before being assigned as cabin crew

Approved by State of the Operator

Cabin crew members shall complete recurrent training
Annually

Security Training

Annex 6, Part I - Paragraph 13.4

Operator shall establish/maintain approved security
training programme
Crew members act in most appropriate manner to minimize
consequences of unlawful interference

Dangerous Goods Training

Technical Instructions (Doc 9284), Part 1 Chapter 4

DG training for cabin crew members includes:
a)
b)
c)
d)
e)
f)

General philosophy
Limitations
Labelling and marking
Recognition of undeclared dangerous goods
Provisions for passengers and crew
Emergency procedures

Training required regardless of whether operator is

approved to transport dangerous goods or not

ICAO Cabin Crew

Safety Training Manual
(Doc 10002)

Cabin Crew Safety Training Manual

Guidance material on training developed in 1970s
Cabin Attendants Safety Training Manual (Doc 7192 Part E-1)
Addressed requirements in Annex 6
Last updated in 1996

ICAO Cabin Crew Safety Training Manual revision

Now Document 10002, first edition

Addresses significant changes since 1990s
Guidance material for initial & recurrent training
Additional guidance on aspects not addressed by ICAO
Presents competency-based approach

ICSG : A Joint Industry-Regulatory Effort

ICAO MPSG & IATA MAG: A Joint Effort on Cabin Health

Overview of Chapters
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

Cabin Crew Training Requirements and Qualifications

Training Facilities and Devices
Competency-based Training Approach
Aviation Indoctrination
Normal Operations Safety Training
Abnormal and Emergency Situations Training
Dangerous Goods
Human Performance
Cabin Health and First Aid
Aviation Security
Safety Management Systems
Fatigue Management
In-Charge Cabin Crew Training
Management Aspects of the Cabin Safety Training Programme

What the Manual is and What it is not

What it is:
Guidance to develop cabin crew competency-based training
Content is generic and operators should adapt it to suit their
operation
Recommendations

Guidance for States when approving training programme

Training syllabus should include all relevant parts of
syllabuses suggested in this manual
but should not be limited by it

What the Manual is and What it is not

What it is not:
Content is not mandatory
only SARPs in Annexes are

Manual is not all-inclusive

other means of compliance may exist

Content does not represent sole means to meet regulatory

requirements on cabin crew training

Points to Remember
Several ICAO SARPs related to cabin safety in
various Annexes
Specific cabin crew training requirements in
Annexes 6, 18 and 19
Content of the training manual
Intent of the manual

Session 3
Introduction of
Competency-based Training & Assessment
Concepts

Overview
Understanding competency-based training
Traditional vs. competency-based approach

Overview of competency-based training

Development of competency framework
Including components

Q&A

Understanding Competency-based Training

Traditional aviation training programmes
Designed to acquire standards established to meet qualifications
of licence, rating or privilege
Embedded in national regulations
Standards expressed in quantitative terms
prescribe training programme inputs

Programme design and content influenced by Authoritys testing

criteria and methods

Understanding Competency-based Training

Competency: combination of skills, knowledge and attitudes required to

perform task to prescribed standard

Detailed and accurate job/task analysis

Competency units & elements derived from analysis

Subjected to further phases of ISD methodologies

End result is fully integrated and outcomes-focused training

Goal: provide graduates with competencies to be safe, efficient and

highly effective in performance of duties

Refer to Manual on Approval of Training Organizations (Doc 9841) for

further guidance

ISD: Example of
ICAO Course Development

Refer to PANS-TRG (Doc 9868) for further guidance

Competency-based Training & Assessment

Competency-based approaches characterized by:
Emphasis on job performance
Knowledge & skills required to perform on the job

Competency-based training aims at progressively

building and integrating knowledge and skills required for
job performance
Competency-based assessments aim at measuring how
well competencies necessary for the job are
demonstrated to specified performance standards

Development of the ICAO

Competency Framework

Understanding the Framework

Framework consists of:
Competency units
Competency elements
Performance criteria

Framework describes:
Job requirements
i.e. technical competencies

What effective performers do

i.e. non-technical competencies

Non-technical competencies (skills) are transportable across

different areas of aviation
Can be broken down into observable and measurable actions
Aimed at improving performance towards excellence
beginner to expert

Framework Development Process

In order to revise training material in competency framework
ICAO needed to determine what competencies cabin crew member
needs
To conduct duties
Effectively handle expected and unexpected
during normal, abnormal and emergency situations

Framework Development Process

Accomplished in two-step approach:
1.
2.

Define the end-state first (competencies) that need to be

achieved
Reverse-engineer training and assessment based on endstate

Process of consensus by ICSG

Internationally agreed upon baseline for crew competencies

Framework Development Process

Framework Components
Competency unit:
Discrete (i.e. distinct) function consisting of a number of competency
elements

Competency element:
Action that constitutes task
has triggering & terminating event that clearly defines limits
and an observable outcome

Performance criteria:
Simple, evaluative statement on required outcome of competency element
And description of criteria to judge whether required level of performance
is achieved

Reference material relevant during training

Duties assigned to I/C
In a multi-crew operation

Relationship between Components

Points to Remember
Differences between traditional and competency-based
training approaches
The two-step approach to develop competency-based:
Define end-state first (competencies) to be achieved
Reverse-engineer training and assessment based on end-state

Importance of job and task analysis

Framework components and their relationship

Refreshment
Break

Session 4
ICAO Cabin Crew Competency Framework

Overview
Pieces of competency framework
Framework in relation to training manual
Example of competency element and guidance
material
Q&A

5 Pieces of Competency Framework

1. Normal Operations

2. Abnormal & Emergency

Situations

3. Dangerous Goods
4. Cabin Health and First Aid
5. Security Threats

Cabin crew skills

1. Non-technical competencies

Additional competencies:
1.
2.
3.

Cabin Crew Instructor

Cabin Crew Examiner
Training Programme Developer

Remember the Structure

COMPETENCY FRAMEWORK FOR CABIN CREW DUTIES AND RESPONSIBILITIES DURING

ABNORMAL AND EMERGENCY SITUATIONS
Competency unit: 1. Perform duties and responsibilities during an abnormal or
emergency situation
The competencies described below relate to duties and responsibilities that are performed by a
cabin crew member in the event of an abnormal or emergency situation.
Competency
element

Performance criteria

I/C
Duty

Reference

1.1.1 Detect and eliminate fire hazards

1.1.2 Locate source of fire
1.1.3 Identify the type of fire
1.1.4 Apply communication procedures
1.1 Apply fire
fighting procedure

1.1.5 Use appropriate fire fighting equipment and

protective equipment, as required

Operations
Manual

1.1.6 Fight fire

1.1.7 Manage passengers and cabin, as required
1.1.8 Apply post-fire fighting procedure
1.1.9 Complete the applicable documentation

Structure of Competency Framework &

Training Manual Structure
1.
2.
3.
4.

Competency unit
Competency element
Performance criteria
Reference material

5.

classroom-based training
hands-on exercises
etc.

needed during training

Duties which may

assigned to I/C

Guidance material provided on:

a) Conditions under which
training should be conducted

b) Performance standard
used to verify that performance
criteria are met

in multi-crew operation

c)

Knowledge
that trainees must possess

d) Skills
to support competencies

Example of CE: Apply Fire Fighting Procedure

Performance Criteria
1.1.1 Detect and eliminate fire
hazards
1.1.2 Locate source of fire
1.1.3 Identify the type of fire
1.1.4 Apply communication
procedures

Performance Standard
a) Cabin surveillance to identify/monitor
potential sources of fire. This includes, but not
limited to:
i. debris in ovens (e.g. oil spills, papers,
inserts);
ii. electrical malfunctions (e.g. tripped
circuit breakers, overheating IFE);
iii. lavatories (e.g. waste bins, panels);
iv. investigating abnormal smells; and
v. detecting smoke (e.g. coming from
panels, due to electrical systems, etc.).

Example of CE: Apply Fire Fighting Procedure

Performance Criteria
1.1.1 Detect and eliminate fire
hazards

Performance Standard
a) Cabin surveillance to identify/monitor
potential sources of fire. This includes

Knowledge
a)
Understanding of fire prevention techniques. This includes, but is not
limited to:
i.
monitoring smoking in the cabin and lavatories;
ii.
inspecting the integrity of automatic lavatory extinguisher;
iii.
checking that the lavatory waste bin cover flap is closed at all times;
iv.
preventing ignited materials from being discarded in trash carts; and
v.
identifying and eliminating hazardous flammable materials.

Example of CE: Apply Fire Fighting Procedure

Performance Criteria
1.1.1 Detect and eliminate fire
hazards

Performance Standard
a) Cabin surveillance to identify/monitor
potential sources of fire. This includes

Skills
a)
b)
c)
d)
e)
g)

Communication;
Teamwork and leadership;
Error recognition and management;
Workload and time management;
Decision-making;
Planning and coordinating resources (for in-charge cabin crew);

Example of CE: Apply Fire Fighting Procedure

Reference
a) Operations manual

Conditions
a) Classroom & computer-based
b) Hands-on exercise:
on retrieving and operating fire fighting & protective equipment
c) Simulated fire fighting exercise:
in representative training device capable of reproducing appropriate
environment/equipment characteristics
where cabin crew apply operator procedures & associated crew
responsibilities for dealing with situation
d) Live fire fighting using fire fighting equipment:
e.g. extinguisher, PBE, gloves, axe, etc.

The 5 Pieces of the

Cabin Crew Competency
Framework

Normal Operations
Competency units group by duties by phase of flight
Competencies needed for safe operation of routine flight
Competency elements include:

Duties & responsibilities to be performed (by phase of flight)

Management of pax and cabin environment
Operation of systems/equipment
Communication
With flight crew, other cabin crew, and pax

Management of abnormal/emergency situation

Described in separate framework

Abnormal & Emergency Situations

Generic competency unit:
Manage abnormal and emergency situations

Competency elements not specific to phases of flight

Competency elements cover specific situations:

Fire fighting
Smoke removal procedures
Cabin pressurization problems and decompression
Anticipated and unanticipated emergency landing/ditching
Evacuation
Flight and cabin crew member incapacitation
Rapid disembarkation

Dangerous Goods
Competency unit: 1. Safe transport of permitted DG in
cabin
DG permitted by passengers and crew
Forbidden DG found on-board on ground
Forbidden DG found on-board during flight

Competency unit: 2. DG incidents during flight

Fire involving DG
Fire involving a PED or stand-alone lithium batteries
Spillage or leakage involving DG

Cabin Health & First Aid

Generic competency unit:
Perform duties and responsibilities related to cabin health and
first aid

Competency elements not specific to phases of flight

Competency elements cover specific situations:
On-board medical events
Food safety and sanitation
Cabin disinsection

Security Threat Situations

Generic competency unit:
Perform duties and responsibilities related to unlawful
interference

Competency elements not specific to phases of flight

Competency elements cover specific situations:

Unruly passengers
Bomb threat in flight
Bomb threat on ground
Hijacking
Chemical/biological/radiological weapons

About the Content

Content focuses on development of initial training
Recommended only

For recurrent training, content may vary for:

Competency elements covered
Conditions used for training
Knowledge and skills assessed

Content of performance standards presents examples

Not all items need to be covered like a checklist

Some competency elements, associated performance criteria and

performance standards are repeated
For completeness of competencies
Do not need to be covered multiple times during training

Points to Remember
Pieces of competency framework
How manual is structured to provide guidance

Session 5
Management Aspects of
the Training Programme
&
Training Facilities and Devices

Overview
The need for key personnel
Cabin crew training manager
Instructors and examiners
Training programme developers

Training delivery methods

Continuous improvement of training programme
Training devices & facilities
Q&A

The Need for Key Personnel

Integral to successful training programmes:

Cabin crew training manager

Training programme developers
Instructors
Examiners

These professionals should:

Possess good understanding of learning process
Positively influence human behavior

Operators should:
Establish qualifications for key personnel
Implement a process for the continuous improvement of training
programmes

Cabin Crew Training Manager

Should be appointed by operator
May be subject to approval by State

Demonstrate thorough understanding and knowledge of:

Administrative and practical responsibilities
Procedures associated with the position

Qualifications in accordance with national regulations

Where applicable

Recommended qualifications and responsibilities outlined

in Chapter 14

Cabin Crew Instructor Qualification

Prior to issue of instructor qualification all candidates should
hold a cabin crew qualification
for which privilege to instruct is being sought

Does not preclude subject matter expert from being

authorized to instruct on their area of expertise
Qualified & authorized instructors may be assigned to carry
out instruction
and auditing duties to determine that required performance
standards have been satisfactorily achieved

Qualifications in accordance with national regulations

where applicable

Cabin Crew Instructor Competencies

1.
2.
3.
4.
5.
6.
7.

Manage safety of training environment

Prepare training environment
Manage and support trainee
Conduct training
Perform trainee assessment
Perform course evaluation
Continuously improve performance

Refer to Appendix 1 to chapter 14 for Framework

Cabin Crew Examiner Competencies

Competency unit:
Conduct competency-based assessment

Competency elements:
1.
2.
3.
4.
5.

Apply assessment methodology

Monitor trainees performance
Conduct objective assessments
Provide clear & concise feedback
Document training & performance reports

Refer to Appendix 1 to chapter 14 for Framework

Examiner Reliability
Reliability is needed to ensure consistency in
assessments conducted by examiners
When examiners use assessment instrument, process
should be in place to ensure:
consistency or stability of results given by a single examiner to
same performances at different moments in time
intra-examiner reliability

consistency or stability of results between different examiners

inter-examiner reliability

Instructors vs. Examiners

National regulations may require operator to qualify and
assign different individuals to fulfill distinct roles of cabin crew
instructors & examiners
If this is not the case
Both roles may be assigned to same individual

Clear distinction in competencies required to perform

respective duties
i.e. instructor or examiner

If instructor is also examiner on trainees that he/she instructed

Should remain impartial during assessment

Training Programme Developer (TPD)

Responsible for development of cabin crew training
programme
That meets regulatory requirements

TPDs should demonstrate that they possess

competencies described in framework
Refer to Appendix 1 to chapter 14 for Framework

Have ability to develop training in accordance with

features of competency-based approach to training
Refer to chapter 3

Training Delivery Methods

Variety of training methods should be used
Classroom, CBT, hands-on exercises, simulated exercises, etc.
as appropriate to subject matter

Balance between independent learning and supervised

training
e.g. distance learning vs. classroom training

Consider various ages, cultures & language proficiency

of trainees

Training Delivery Methods

Various training mediums should be utilized:
Any distance training should include technology support
Some learners may require more interactive learning techniques
Different learning styles should be considered

CBT or distance training should incorporate learning

management system
which ensures learning is achieved, recorded and validated

Hands-on exercises and simulated exercises should be

conducted utilizing representative training devices

Continuous Improvement
Evaluation process should be developed for:
The course
Training personnel
Training material

To continuously improve quality of training programme:

Course evaluation
Instructor performance
Training material evaluation

Training Facilities & Devices

Doc 10002, Chapter 2, provides guidance for:

Facilities and equipment for classroom-based training

Trainee to instructor ratio
Representative training devices
Safety and emergency equipment
Cabin training devices
Emergency exit trainer
Fire-fighting
Water survival
Use of other operator or ATO training devices

Cabin Training Devices

Capable of recreating realistic situations
Can be used to provide effective training
Should include parts of the cabin containing:

lavatories
galleys
a type of emergency exit used in an aircraft
some seat rows
cabin crew seats
attendant panels
overhead bins
Refer to Doc 10002 Chapter 2

Not all components may be needed in single CTD

depends on types of exercises carried out on device

Points to Remember

The need for key personnel

Competencies for instructors and examiners
Importance of examiner reliability
Training delivery methods: a balanced approach
Continuous improvement aspects of programme
Types of representative training devices
Selection based on exercises being conducted

LUNCH
(Located in Castilla)

Session 6
Transitioning from Traditional to
Competency-based Training

Overview

What it means for operator to transition

Communicating the transition
Prescriptive vs. performance-based regulations
Link to operators SMS
Importance of scenario-based training
Developing scenarios for training
Practical exercise
Q&A

What it Means for Operator to Transition

Why transition?
Tailored to operators needs
Targets operational issues

Not one size fits all approach

Work involved
Transition planning
Resources

Importance of ISD methodology

Analysis
Design and Production
Evaluation

Challenges
Instructor/examiner calibration
Data collection and analysis
etc.

Communicating the Transition

As part of transition, operator should develop a
communication plan
Explains what is competency-based training
How it differs from traditional approach
What to expect

Disseminated formally to all cabin crew

Crew memos on communication boards
Recurrent training
etc.

Prescriptive vs. Performance-based Regulations

Main shifts
Regulations as risk controls
Teaching (hours) vs. learning (competencies)

Programmed (prescriptive) vs. planned hours

Link to operators SMS

Safety risk management and safety assurance
Design vs. evaluation

Data-driven approach
Data from operations, training, etc.
Auditing
Continuous improvement

Well documented

Importance of scenario-based training

Why?
Simulate realistic flight conditions when human error
occurs
Look at chain of errors that can cause accidents
Builds cabin crew confidence

Integration of skills
Performing as a team vs. an individual

Developing scenarios for training

Operator should use its own occurrences to build
scenarios
Important link with SMS and data-driven approach

As an alternative, operator should look to occurrences

from Industry

Similar aircraft type

Occurrence location
Type of operation
etc.

Developing scenarios for training

Using operators own occurrences adds value to training
experience:
Occurred on operators aircraft
Based on actual events

Cabin crew will feel connection to training

Becomes more meaningful

Developing scenarios for training

Defining key elements:

Objectives
Location
Training aids
Conditions
Triggers
Distracters

Incorporating skills (e.g. CRM)

Capturing different roles
Guidance for instructors/examiners
Focus testing scenario

Defining Objectives
What will be trained or evaluated?
Application of operator procedures
Operation of equipment or systems
Application of skills
Communication, team work, etc.

Understanding of Operations Manual

e.g. emergency checklist use

If all of the above are selected

All need to occur during the scenario
Applying SOP, using checklist, applying CRM skills, etc.

Defining Objectives
A single scenario can be developed to evaluate
multiple items
To a certain extent
e.g. Fire fighting and injury treatment

Defining the Location

What type of training will be utilized?
Classroom training
Hands-on exercise
Simulated exercises

What does the operators training model look like?

One single training center
Multiple training centers with different training devices
E.g. one training center has hydraulic CTD, others do not

Why?
Need to create a fair training environment across centers
Ensure consistency in training
Particularly for simulated exercises

Use of Training Devices

Training programme needs to consider consistency in
training devices used
Across training locations and within same location

If capabilities differ:
Need to consider CTD with most basic features
For consistency

Establish contingency plan

In case device breaks down
To prevent rescheduling training

Use of Training Aids

Define what training aids are needed
Operator should create list of all training aids required for
exercise

Training aids include:

Equipment
Props
E.g. portable smoke simulator

Briefing cards
etc.

Use of Training Aids

Training aids need to be consistent and reliable
Operator can only build scenarios based on available training aids
Lack of training aids during simulated exercise can result in trainees
performing inadequately
e.g. is equipment that should be in CTD missing?

Operator should reset equipment after exercise

Defining Conditions
Operator should define conditions pertinent to exercise
Operator should produce outline of conditions:

Aircraft type
Assigned crew positions
Phase of flight
etc.

Description of flight
e.g. wide body aircraft, 3 hrs. in flight, crew is in aisle picking up after
service

Training device and aids must support conditions:

To provide a realistic environment for trainees
Gives a full context to trainees so that conditions make sense
e.g. if occurrence is in cruise flight, doors are armed

Determining Participation
Class size is key in developing scenario
How many trainees can actively participate?
Active: trainees as operating crew members
Passive: trainees acting as passengers or observing exercise

Scenario should be built to match operators typical minimum

crew requirements
e.g. 3 or 4 cabin crew members

Evaluate how many people are needed to support the

scenario
Active participants must have clear tasks to accomplish
There should be a comparable amount of activity for each trainee
Fair amount of work for each active participant

Defining Triggers & Distracters

Trigger is method by which scenario begins
e.g. Passenger alerts crew of another passenger being ill

Distracters are planned actions by passengers that

distract crew from performing specific tasks
e.g. Passenger is concerned over missing connection due to
medical diversion and becomes unruly

Defining Triggers & Distracters

Consistency is needed for both triggers and distracters
Instructor or trainee selected to act scenario must know:
What to do
When to do it

Clear instructions should be provided for each participant playing a

role
e.g. use of cue cards with information

Triggers & Crew Responses

Triggers must be very specific
Require cabin crew to take action
Define what happens and when

Consistency of triggers is important to trigger same

response when scenario is repeated with different
participants

Focus Testing Scenario

Operator should focus test the scenario
Prior to integrating it into training programme
To find potential problems

Obtain volunteers to run through scenario

Not knowing what to expect

Determine potential improvements/modifications

Useful Tips
A scenario should last 10-15 min
An additional 15 min can be reserved for:
Setting up scenario
Debriefing

Participants should be given opportunity to conduct walk

around in CTD
To familiarize themselves with environment

Approximately 60 minutes in total time for the entire session

Points to Remember

Data-driven approach and link to SMS

Key elements to include in a scenario
Importance of realism and using existing occurrences
Benefits of focus testing scenarios

Practical Exercise
Developing a scenario for
competency-based training

Context
You are part of training programme developers
team at XYZ Airlines
Operator conducts scheduled passenger flights
on both domestic and international routes

Fleet is composed of A320 and 737-700 aircraft

Both aircraft types are operated with minimum of 3
cabin crew members

Context (Contd)

Operator has two training centers

ABC and DEF

Center at ABC:
Emergency evacuation training device, capable to simulating smoke
and motion
Static cabin training device, without smoke simulating capabilities

Center at DEF
Static cabin training device, without smoke simulating capabilities
Classroom equipped with some rows aircraft seats and mock-ups of
parts of aircraft galleys

Both centers are equipped with portable smoke generators

Context (Contd)
Operator is transitioning to competency-based training
Will include scenario-based training during recurrent
training next year
Class sized will be 20 trainees
Training department tasked with developing scenarios to
complement classroom and computer-based training

Refreshment
Break

Group Activity
A facilitator will be appointed and will coordinate
the discussion
Summary of discussion will be written on flip charts

A member of the group will brief on their findings

in a plenary session

Your Task
1. Develop a training scenario using brainstorming
techniques:
a) Describe a scenario used to train cabin crew members
on the competency element

Appendix A (use a flip chart)

2. Complete attached log (Table 01) as follows for the

scenario:
a)
b)
c)
d)
e)
f)

Objectives of scenario
Location (including cabin training devices) of the training
Training aids required
Conditions
Triggers
Distracters

Your Task (Contd)

When defining objective, include the specific
information of what will be evaluated:

Application of operator procedures

Operation of equipment or systems
Application of skills
Communication, team work, etc.
Understanding of Operations Manual (e.g. checklists)
etc.

Your Task (Contd)

Define following as part of scenario description:
1. Number of cabin crew members (trainees) that will participate
in scenario
2. Expected distribution of tasks among cabin crew members
during the scenario
3. Number and role of instructors in scenario
4. For each trigger and distracter:
Who is it assigned to, how and when will they occur in scenario
What is desired crew response to each of them
How will consistency in triggers/distracters be provided when
scenario is repeated by other trainees

Table 01 Scenario Log

Objectives
Location
Training aids

Conditions
Triggers
Distracters

Welcome Reception
Hall Patio 17:30-18:30

Thank You