Is the Train the Trainer Programme applicable to CBTA/EBT or to traditional training?

Both. Regardless of whether an airline opts to implement Competency-Based Training and Assessment (CBTA) or continues to follow traditional training principles, effective learning for trainees requires alignment of instructor paradigms and the consistent application of clear standards. While AMFTA actively promotes CBTA and EBT, the Train the Trainer Program remains applicable in any training context.

Does AMFTA refer to instructor calibration or instructor standardization?

Both terms are currently valid and are encompassed by AMFTA under the concept of Train the Trainer. AMFTA recommends the implementation of a robust Train the Trainer Program in which the competencies of pilots and instructors will be developed, and effective training techniques will be learned and applied.

Why discuss the competencies of pilots and instructors in a traditional training context?

Because, regardless of the training context, the competencies of pilots and instructors are highly relevant and provide the most defined means to observe and describe the performance of airmen. An instructor trained in CBTA/EBT is fully capable of maximizing the effectiveness of a traditional training context, whereas the reverse is not necessarily true.

What is the minimum training path recommended by AMFTA for a competent trainer?

AMFTA recommends two distinct phases. In the Core Phase, of at least six days, the trainer reviews all the fundamentals of training in the classroom and in a Flight Simulation Training Device, the first day being dedicated to a gap assessment. In the Development Phase, also of at least six days, the trainer is placed in multiple situations to enhance observation skills, identify root causes and deliver feedback to trainees.

Train the Trainer Programme

Summary

The programme defines the characteristics of a competent trainer, the minimum requirements AMFTA considers for training one, and a consistent assessment process for evaluating trainers.
It applies whether an airline implements CBTA/EBT or follows traditional training, and covers both instructor calibration and instructor standardization.
An instructor must master the nine pilot competencies and develop four instructor competencies: management of the learning environment, instruction, interaction with the trainees, and assessment and evaluation.
AMFTA recommends a minimum training path in two phases: a Core Phase of at least six days, starting with a gap assessment, and a Development Phase of at least six days.
AMFTA strongly recommends a standardized five-point assessment scale, in CBTA/EBT and traditional training alike.

The AMFTA Train the Trainer Programme (ref. 202509.01) sets out what defines a competent trainer, the minimum training path AMFTA recommends to train one and a consistent process to assess trainers. Published in September 2025, it is not intended to train new instructors: it aims to elevate the competence of already qualified instructors, enabling them to standardize and calibrate other instructors.

Why invest in instructors

The instructor is the cornerstone of any efficient and safe training system. In the words of the AMFTA President, no training concept, no matter how advanced, can deliver its full potential without a highly competent, well-prepared and supported instructor, whose role involves observing objectively, guiding constructively, facilitating learning and supporting the development of both confidence and competence in every trainee.

Equipping instructors with the right skills is essential, but so is a professional environment that enables them to perform: structured programmes, appropriate tools, clear processes and a culture of mentoring and standardization, without constraining instructors with excessive rigidity. The document is not intended to define what to teach, but to support those who teach.

"Instructors are not just transmitters of knowledge - they are builders of competence, trust, and resilience."Capt. Jean-Michel Bigarré, President, AMFTA

Objectives of the programme

To define the characteristics of a competent trainer
To outline what AMFTA considers the minimum requirements for training a competent trainer
To propose a consistent assessment process for evaluating trainers

The document is based on ongoing research conducted by aircraft manufacturers regarding the effectiveness and efficiency of training, as well as observations of the best training practices among their customers worldwide. It is an introductory and complementary document that does not replace or substitute existing regulatory materials.

Why CBTA for instructors

CBTA and EBT are fundamentally different from traditional training. The shift may be more challenging for experienced instructors, unless they are strongly committed and appropriately mentored, than for new instructors; for those who have consistently demonstrated good observation and listening skills, it will be natural to deepen and refine their practice. The programme aims to:

Explain that CBTA is not merely a change in training structure but a shift in mindset and instructional posture, from a procedural approach to a competency-driven approach tailored to each trainee
Define the role of the instructor as a facilitator of learning and a guide to continuous improvement
Lead instructors to the intended level of competence through practical mentoring mechanisms such as on-the-job support, structured observation and guided facilitation

Content: pilot and instructor competencies

Fundamentally, an instructor must master the nine pilot competencies: without this mastery, the adage "fly as you train, train as you fly" becomes meaningless.

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

In addition, an instructor needs to acquire and continuously develop the following competencies:

Instructor competencies listed in the Train the Trainer Programme 202509.01
Competency	Description
Management of the learning environment	Ensures that the instruction, assessment and evaluation are conducted in a suitable and safe environment
Instruction	Conducts training to develop the trainee's competencies
Interaction with the trainees	Supports the trainee's learning and development and demonstrates exemplary behaviour (role model)
Assessment and evaluation	Assesses the competencies of the trainee and contributes to continuous training system improvement

What defines a good trainer

Instructor competencies encompass more than knowledge and skills: they require the ability to foster an informed, supportive and attentive training environment. In addition to emulating pilot competencies, instructors are expected to embrace an adult learning philosophy, taking into account trainee factors such as eagerness to learn, the relevance of training, the need to connect with personal experiences and the motivation to improve.

Knowledge

Understanding the learning process and various learning styles, the course content and training objectives, the materials and tools available, the models and processes for assessing trainee performance, and how trainees differ in their behaviours.

Skills

Communicating clearly and concisely, listening actively and observing accurately; interpreting body language and managing one's own nonverbal cues; mastering facilitation and questioning techniques, and providing guidance and constructive criticism.

Attitude

Patience, honesty and respect, leadership and a positive attitude; being disciplined, adaptable, open-minded and willing to share knowledge.

Minimum training path

The programme is not intended to train new instructors; rather, it aims to elevate the competence of already qualified instructors, enabling them to standardize and calibrate other instructors. AMFTA recommends a minimum training path in two distinct phases.

Core Phase: minimum six days

The trainer reviews all the fundamentals of training, both in the classroom and in a Flight Simulation Training Device (FSTD). The first day is dedicated to a gap assessment, which identifies the trainer's strengths and weaknesses and may be used to adjust the duration (longer or shorter) and content of the course, based on demonstrated or actual experience.

Core Phase

FFSDay 1, gap assessment
CRDay 2
CRDay 3
CRDay 4
FFSDay 5
FFSDay 6

Development Phase: minimum six days

The trainer is placed in multiple situations to enhance observation skills, identify root causes and deliver feedback to trainees. The phase may combine classroom and FSTD sessions, with the distribution varying based on specific needs, for example:

Development Phase, example 1

FFSDay 1
CRDay 2
CRDay 3
CRDay 4
FFSDay 5
FFSDay 6

Development Phase, example 2

FFSDay 1
FFSDay 2
FFSDay 3
FFSDay 4
CRDay 5
FFSDay 6

FFS: Full Flight Simulator. CR: Classroom.

Assessment process

Whether conducting CBTA, EBT or traditional training, AMFTA strongly recommends the use of a standardized assessment system consisting of a five-point scale.

For CBTA/EBT

The assessment system determines whether the trainee meets the required competency standards under specific conditions (IATA Assessment and Grading method, source IATA):

How Many: evidence related to the acquisition of the competency
How Often: evidence regarding the robustness of the competency
Outcome of TEM (Threat and Error Management): 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 standards used in their Operations Manual. Nevertheless, the logic of using the lowest values from How Many, How Often and Outcome of TEM to determine How Well, and the corresponding grade out of five, is consistently applied, allowing full use of data collection on a global scale (Outer Loop).

For traditional training

AMFTA also strongly recommends a standardized five-point scale. Operators and ATOs have some flexibility regarding terminology and performance standards; the grade corresponding to the minimum acceptable standard is determined by the operator or ATO in agreement with its National Aviation Authority.

1Unacceptable performancePerformance was weak
2Requires improvementPerformance needs improvement
3Acceptable performancePerformance was acceptable but could be improved
4Standard performancePerformance meets the standard
5Excellent performancePerformance positively enhanced training

A standardized five-point scale is essential not only for data collection but also for clarity: when pilots are evaluated, they need to understand, in a straightforward yet accurate manner, where they stand in terms of their performance.

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.