Summary
- CBTA is a global training method geared towards learning rather than just passing a test. EBT is part of CBTA, as an alternative recurrent training programme.
- The guide presents the essential CBTA/EBT principles: the nine pilot competencies, the Threat and Error Management (TEM) model, observable behaviours, the ORCA process and the assessment method.
- It sets out the benefits of CBTA/EBT for aircraft manufacturers, national aviation authorities, airline management, pilot management, pilot unions and pilots.
- It describes a four-stage implementation timeline, from the integration of CBTA principles into recurrent cycles to Baseline EBT, with Enhanced EBT under study.
- Aligned with ICAO, IATA and EASA frameworks, it is an introductory and complementary document that does not replace existing regulatory materials.
The AMFTA CBTA Implementation Guide (ref. 202505.01) is a global support document for all stakeholders involved in the implementation of Competency-Based Training and Assessment (CBTA). Published by AMFTA in May 2025 and referred to in its foreword as the AMFTA CBTA Implementation Manual, it provides practical guidance and a shared understanding of the principles, benefits and key steps of CBTA and Evidence-Based Training (EBT), without replacing the ICAO, IATA or EASA regulatory frameworks.
Purpose of the guide
Pilots need to display competence and resilience to face the challenges of increasing operational complexity: by developing their competencies, they must be able not only to execute tasks but also to cope with unpredictable and unforeseen situations. The objective of the guide is:
- To present an overview of CBTA and EBT principles
- To demonstrate the value CBTA/EBT brings to stakeholders in training and flight operations
The successful implementation of CBTA/EBT for an airline or an ATO requires the full support and commitment of all stakeholders. Everyone must understand the principles, benefits and key steps of CBTA/EBT, but not everyone needs to become a specialist: the guide presents the broad outlines, targeting the centres of interest specific to each stakeholder.
The guide does not delve into the specific tasks of instructors, but highlights their critical role in CBTA. Its foreword announced a dedicated annexe focused on instructor training and standardization. See also the AMFTA Train the Trainer Programme (202509.01).
What is CBTA, and how does EBT relate to it?
CBTA is a global training method geared towards learning rather than just passing a test. It relies on:
- A competency framework that accurately and objectively defines what is expected from a competent pilot (nine competencies and associated observable behaviours)
- Clear performance criteria
- A robust course design
- Specific instructor qualification and standardization
- An assessment process that predicts successful performance on the job and identifies areas of improvement
EBT is part of a regulatory-approved CBTA (alternative) recurrent training programme. Structured like CBTA, EBT uses international safety and operational data analysis to define the relevant training topics, and to define actionable and comprehensive pilot training scenarios, events and frequency of exposure. In other words, CBTA is a global training standard, and EBT uses safety, operational and training data to establish training topics for developing competencies in recurrent training.
CBTA
- Trains the nine pilot competencies
- Course design allowing competencies development
- Specific instructor standardization
- Assessment process
- Data collection and training needs analysis
EBT
- Is an alternative recurrent training programme
- Uses Flight Data Monitoring (FDM), Line Operations Safety Audit (LOSA) and Safety Management System (SMS) data to proactively identify relevant training topics
How CBTA/EBT differs from traditional training
Traditional training has remained fundamentally unchanged since the 1950s despite the increased reliability and sophistication of modern transport aircraft. It relies on repetitive exposure to events and focuses mainly on technical skills, with less emphasis on non-technical skills. Yet accident and incident trends in recent times show a prevalence of non-technical skills instead of mechanical or technical causes, and time spent immersed in training tasks is not the best indicator of producing high-quality, efficient pilots.
With CBTA/EBT, competencies are dimensions of human performance, as individuals and as a team, used by instructors to reliably predict successful performance on the job. Training to competence ensures pilots meet or exceed the regulators' minimum requirements, throughout their career, not just hours logged or tasks trained.
Essential CBTA/EBT principles
The nine pilot competencies
The core objective of CBTA/EBT is to equip pilots with the nine competencies needed for safe and efficient operations, embedding technical and non-technical skills equally and focusing on the specific needs of each pilot, thus avoiding re-training and its associated costs.
- Problem Solving and Decision Making
- Situational Awareness
- Leadership and Teamwork
- Communication
- Workload Management
- Flight Path Management Automation
- Flight Path Management Manual Control
- Application of Procedures
- Application of Knowledge
Non-technical: Problem Solving and Decision Making, Situational Awareness, Leadership and Teamwork, Communication, Workload Management. Technical: Flight Path Management Automation, Flight Path Management Manual Control, Application of Procedures, Application of Knowledge.
The Threat and Error Management (TEM) model
Threats and errors are part of everyday aviation operations. Pilot competencies are used to anticipate, identify and mitigate threats; to detect and correct errors; and ultimately to recognize and recover from an Undesired Aircraft State (UAS), while restoring margins of safety is still possible.
Pilot competencies and observable behaviours
Pilot competencies are manifested and observed by instructors through behaviours that mobilize the relevant knowledge, skills and attitudes to carry out activities or tasks under specified conditions. The guide notes that the pilot competencies and observable behaviours (OBs) were developed by a large expert industry working group, and recommends that operators and ATOs do not adapt the OBs, to ensure harmonized training data collection and analysis (competency framework: source IATA).
The ORCA process: Observe, Record, Classify, Assess
By collecting evidence, the ORCA process allows the instructor to develop trainees' competencies by accurately identifying strengths and weaknesses:
- Record observations during the FSTD session
- Before debriefing, give trainees some time to relax, and classify the records during that time
- Link the records to the pilot competency descriptions and the OBs, and identify the pilot's strengths and potential weaknesses
- Conduct the debriefing with an open mind, use facilitation to identify the root causes, then perform the assessment
The assessment method
Instructors determine whether the trainee reaches the required competency standard under given conditions, using three dimensions (IATA Assessment and Grading method, source IATA):
- How Many: evidence related to the acquisition of the competency
- How Often: evidence related to the robustness of the competency
- Outcome of TEM: evidence related to the effectiveness of the competency as a countermeasure to threats and errors
Regulators give operators and ATOs some flexibility to define the vocabulary and performance standard in their Operations Manual. AMFTA nevertheless strongly recommends a standardized system: the lowest of How Many, How Often and Outcome of TEM gives How Well and the corresponding grade, out of five grades. According to the guide, this is the only viable solution to take full benefit of CBTA/EBT data collection at a worldwide level (Outer Loop).
Benefits for each stakeholder
Aircraft manufacturers
Given the challenges of the traditional training ecosystem to provide suitably qualified pilots, aircraft manufacturers have an interest in CBTA/EBT to enhance the operational safety of their aircraft and the passengers that fly in them. An important goal is to identify competency gaps and refer to the competency framework to define focused performance areas to be addressed.
National aviation authorities
A reactive regulatory approach may lead to overloaded, sometimes irrelevant or outdated training and checking programmes that turn sessions into box-ticking exercises. In 2013/14, ICAO published landmark guidance through the Manual of Evidence-Based Training (Doc 9995). EBT is a safety-targeted, proactive and predictive training philosophy relying on:
- Pilot success factors: the competencies and their development
- Realistic scenarios close to operational and environmental contexts
- A reversed order for the recurrent phase: evidence collected during the evaluation session is used to tailor the subsequent training session
- The principle of equivalence of malfunctions: a pilot who demonstrates competence in managing a given situation does not need to repeat another exercise of the same classification
The guide states that NAAs will play a key role in promoting the adoption of this training standard, and that AMFTA is willing to support them in this paradigm shift if necessary.
Airline management
"The aim of CBTA/EBT is to train and assess the competencies required to operate safely and efficiently."Source IATA
CBTA/EBT aims to continuously improve safety and efficiency, with potential benefits such as reduced engine and brake wear, optimized flight time, reduced fuel consumption and savings on crew costs and maintenance reserves. Implementation requires the commitment of all post holders and departments. It should be seen as a global perspective bringing significant savings in the long term, not as an initial inflation of a budget line, and it is not a miracle cure for a dysfunctional organization.
Pilot management: training managers, instructors, HoT, TRIs
"The paradigm shift of CBTA/EBT is that the pilot performance should be determined across a wider range of competencies, and not simply by the achievement of a predetermined outcome in a specific task or manoeuvre."Source IATA
The old box-ticking approach is over. With CBTA/EBT, the evaluation session is done first, before the training session, and any weakness identified is addressed in a tailored, scenario-based training session. All instructors will have to be trained and standardized on the necessary pedagogical methods; for CBTA, some instructors and engineers will be trained on course design (Instructional System Design using the ADDIE model, ICAO Doc 9868), and IT tools must be selected carefully for reliable data gathering.
Transitioning from traditional legacy training to CBTA/EBT takes time and may normally take three years or more to reach the Baseline EBT stage. A yearly Instructor Concordance Assurance Program will have to be established to reach instructor alignment.
Pilot unions and associations
Pilots need to become familiar with the nine competencies and the observable behaviours, and discuss them with their peers and instructors to develop a common understanding. The data gathering of a CBTA/EBT programme is confidential and will never be used for any purpose other than improving airline and global industry safety and efficiency: no punitive action can be taken using CBTA/EBT IT tools and data gathering without jeopardizing the whole system.
Pilots
"Airmanship is the consistent use of good judgement and well-developed Knowledge, Skills and Attitudes to accomplish flight objectives."ICAO Annex 1
The competency framework and observable behaviours give pilots an accurate description of the knowledge, skills and attitudes they have to demonstrate, and the ORCA process defines a clear methodology to assess performance objectively. They are tools for pilots to self-evaluate their daily performance and to discuss it with instructors and evaluators. The TEM model helps pilots anticipate and mitigate threats and detect and correct errors in a more dynamic way.
Implementation principles
- Traditional training: mainly task-based recurrent training and checking, often two consecutive FSTD sessions every six months, the training session preparing for the checking session.
- Mixed EBT: an intermediate phase in which EBT elements are progressively applied, to the maximum extent permissible under existing rules. The two FSTD sessions are reversed: evaluation first, then training based on the individual strengths and weaknesses identified.
- Baseline EBT: recurrent training and assessment fully dedicated to the application of EBT, with licence revalidation or renewal in accordance with the EBT regulations of the NAA. It takes significant resources (management, IT, SMS, pilots, instructors, course developers, authorities) and, according to the guide, a three-year period to reach the objective.
- Enhanced EBT (scope under study, not immediately applicable): an EBT programme focusing on specific operational risks identified by the authority, operator or aircraft manufacturer.
Implementation timeline in four stages
-
Stage 1: Integration of CBTA principles into recurrent cycles0 to 12 months
- Train pilot competencies in existing recurrent training while assessing them with CBTA grading scales, and develop data analysis capability
- Establish a communication plan for internal and external stakeholders
- Focus on facilitative briefing and debriefing, CRM and TEM
- Conduct the evaluation (check) on day 1 of the simulator session and training on day 2
- Deploy an instructor standardization programme focusing on pilot competencies and instructor-evaluator competencies
-
Stage 2: Implementation of Mixed EBT12 to 48 months
- Set up ongoing information sessions on programme status with internal and external stakeholders
- Prepare a Mixed EBT implementation plan and safety risk assessment
- Conduct pre-EBT training effectiveness reviews and plan follow-up
- Incorporate EBT instructor competency assessment
- Distribute EBT assessment and training topics over a three-year period
- Incorporate module design promoting resilience development and scenario elements focused on specific competencies
- Implement the EBT programme
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Stage 3: Implementation of Baseline EBTFrom 48 months, ongoing
- Incorporate equivalency of malfunctions and approach-type clustering over a three-year programme
- Review training effectiveness for competency and performance metrics
- Measure training system performance for analytical and statistical trend analysis
- Establish continuous improvement of the EBT training programme
- Incorporate instructor-evaluator recurrent standardization focusing on competencies and concordance
-
Stage 4: Implementation of Enhanced EBTCase by case, scope under study
- Adapt the EBT programme to mitigate specific operator risks identified by the regulator, the operator or the aircraft manufacturer; any adaptation of training topics and frequency must be sustained by a safety case and approved by the NAA
- Maintain the suitability of the EBT programme for operational relevance, design integrity and data analysis
Disclaimer
The AMFTA is an independent, non-profit organisation and publishes these recommendations addressed to the civil aviation authorities worldwide, for the general information of the public only (the "Recommendations"). The Recommendations are non-binding. Their content shall not be reproduced without the prior written consent of the AMFTA. The AMFTA and/or any of its members, directors, officers, employees, shall not accept any responsibility or liability whatsoever with regard to the use of the Recommendations published.