Scenario-based training is a teaching method that is still reasonably quick to finish but gives students a chance to learn how to apply a particular topic correctly. The primary objective is to match the course material to the kinds of daily scenarios that employees will encounter on the job. Generally, using a scenario-based training approach promotes knowledge retention and enhances the ability to apply knowledge in developing scenarios during the commencement of the flight training process.
Firstly, scenario-based training increases the retention of knowledge in various ways. Today’s learners expect exciting content and are accustomed to absorbing knowledge in bits and pieces. The use of storytelling makes the content simpler to grasp and recall (Hout, 2021). Similar to how we seek quick movies or articles online, simulations are also frequently divided into brief, easy modules that concentrate on one particular topic at a time. In simulations, students also put what they have learned into action because people learn best via their experiences, storytelling, and practice together to promote memory retention.
Secondly, scenario-based training enables employees to apply the knowledge in workplaces. Employees who practice what they study are much more likely to apply it in the job than those who receive other kinds of training (Hout, 2021). It allows staff members to practice a new skill risk-free, boosting their confidence before speaking with clients. Simulations give instances and demonstrate to workers how the knowledge they are learning applies to the workplace.
The multi-engine learner has not recently flown instruments despite having an instrument rating. The aim is to efficiently teach the student how to carry out and assess the stated test flight operations, fundamental attitude instrument movements, typical takeoffs and landings, and traffic pattern protocols. The learner should ask his teacher to show him how to prepare the plane for flight (Federal Aviation Administration, 2022). During this flight planning, the student can discuss how preflighting a multi-engine aircraft differs from preflighting a single-engine aircraft. The student instructor should show the maneuvers and techniques to the student as they are flying out to the practice area. The learner should fly the aircraft after the student instructor has trained him in all the maneuvers so that the student instructor may assess and evaluate his progress and provide the necessary corrective instruction.
The student instructor is learning to prepare and present impactful scenario-based training to assist students struggling with slow flight and stall recognition. The student instructor needs to create a lesson strategy that considers this scenario and then carry out the flight in line with that plan. During the preflight briefing, the learner should study this lesson plan and offer any comments for refinement (Federal Aviation Administration, 2022). The student should request the student instructor to show him how to do the maneuver correctly several times throughout the scenario. An emergency should be started at some time, and the student instructor should assess how well the student performed the necessary procedures.
In summary, scenario-based training is an educational approach that is still relatively rapid to complete but enables students to understand how to apply a certain topic properly. The main goal is to align the course content with the kinds of daily workplace scenarios that trainees would experience. In general, employing a scenario-based training strategy helps students retain information and improves their capacity to apply it when creating scenarios at the start of the flight training process.
References
Federal Aviation Administration. (2022).Example scenarios | Federal aviation administration. Web.
Hout, N. (2021). The benefits of scenario-based learning in customer service training. eLearning Industry. Web.