What New Flight Simulator Technicians and Engineers Need First

Walk into almost any flight simulator centre today and you will hear the same concern expressed in different ways.

“We can't find experienced technicians.” 

“The new hires are capable, but they need time.” 

“We are one retirement away from being exposed.”

The challenge is not necessarily a lack of talent. It's the gap between what new technicians arrive with and what the simulator environment demands from them, often from day one.

Simulator Components... Everywhere

Full flight simulators are a complex system of systems built from layers of hardware, software, firmware, networks, motion systems, visuals, instructor stations and regulatory expectations. Expecting a new technician or engineer to absorb all of this purely through osmosis is no longer realistic (and believe it or not, this is exactly how it has traditionally been done), especially as systems age and manufacturer and vendor support becomes limited (or non-existent!).

This is where targeted micro courses can be a solution.

Not long classroom programmes, not generic training packages, but short, focused learning blocks that teach the right knowledge at the right time. When done properly, micro courses shorten the learning curve, reduce risk, and build confidence without pulling technicians away from the floor for weeks at a time.

This post looks at what new simulator technicians and engineers actually need first, how micro courses can be structured, and how operators can use them to protect availability, safety and long term capability.

The Reality Facing New Flight Simulator Technicians

Many new technicians arrive from strong backgrounds. Avionics, IT, electronics, mechanical trades, even automotive diagnostics. On paper they look capable, motivated and technically sound.

Then they meet the flight simulator...

Two A320 FFSs side-by-side

Unlike aircraft maintenance, simulators are rarely standardised. Even two simulators of the same type can behave very differently after years of modifications, software updates, component substitutions and site specific fixes. Sometimes they're even the "same sim" from a different manufacturer - a learning curve that is difficult for any newcomer.

New technicians quickly encounter challenges such as:

• Multiple networks (of multiple types) carrying different types of data 

• Legacy operating systems running alongside modern hardware

• Undocumented changes made years earlier (our personal favourite)

• Pressure to keep the simulator available with minimal time 

• Regulatory checks that allow little room for error

Without guidance, this can be overwhelming. The result is often one of two outcomes... Either the technician becomes overly cautious and hesitant, or they learn through trial and error, which increases downtime risk.

Micro courses help address this by giving technicians a structured foundation, focused on what matters most early on.

Why Traditional Training Models Fall Short

Most simulator technical support training falls into one of two extremes.

At one end, there is vendor or OEM training. These courses are valuable but often expensive, infrequent (actually, usually only delivered once as part of the simulator's commissioning), and focused on ideal configurations rather than real world aged systems.

At the other end, there is pure on the job learning. Shadowing experienced staff, picking things up as issues arise, and learning only when something breaks.

Both have limitations.

Vendor training does not always reflect the realities of mixed hardware, third party software and site specific configurations and workarounds. On the job learning without structure can leave risky gaps in understanding, particularly around systems interaction and regulatory impact.

Micro courses sit between these two extremes. They are short, focused, repeatable, and designed around your actual simulator environment.

What Are Micro Courses in a Simulator Context?

A micro course is a short learning module, typically one to four hours, designed to teach a specific skill or system at a practical level.

In simulator operations, effective micro courses are:

• Focused on one system or task 

• Delivered close to when the knowledge will be used 

• Tied to real equipment and real procedures 

• Supported by hands on activity 

• Reinforced through mentoring on the shop floor

They are not designed to replace experience. They are designed to prepare technicians to gain experience safely and effectively.

What New Technicians Need First

While every training centre is different, patterns emerge when you look at where new technicians struggle most in their first twelve months on the job.

The following areas consistently provide the highest return when taught early through micro courses.

Simulator Systems Fundamentals

For new simulator technicians, one of the hardest early challenges is understanding how the simulator works as a whole. Unlike many technical environments, simulators are tightly coupled systems where small changes in one area can create unexpected effects elsewhere.

A strong training pathway introduces technicians to simulator systems as an interconnected environment rather than isolated components. This starts with a clear overview of simulator architecture and system relationships. Technicians need a working mental map of "what talks to what", what depends on what, and how upstream changes can affect downstream behaviour. This understanding turns fault finding from guesswork into structured reasoning.

Networks sit at the centre of this picture. Even technicians without a networking background need enough knowledge to recognise when an issue is network related. Basic awareness of addressing, switch configuration, timing sensitivity, latency and packet loss helps technicians avoid unnecessary component swaps and identify when deeper support is required. This alone can save hours of downtime and frustration.

Visual systems are often one of the most intimidating areas for new hires, yet they respond well to clear structure and hands on exposure. Understanding projector technologies, image generation basics, geometry, blending and calibration workflows helps technicians see how small adjustments affect the final out-the-window image. This builds confidence and reduces the risk of unintended outcomes during maintenance or fault rectification.

Motion systems demand a different kind of respect. Early training focuses on awareness rather than intervention. Technicians learn how motion systems are structured, how safety systems protect both people and equipment, what normal behaviour looks like, and when not to touch anything. Recognising early warning signs without overreacting is a key skill that develops trust and judgement.

Finally, technicians need to understand how all of this supports training delivery. The instructor station is the interface between the simulator and the people using it. Learning how instructors run sessions, what common complaints really indicate, and how technical changes affect training flow helps technicians prioritise work correctly. This perspective shifts the focus from fixing hardware to supporting effective training.

Taken together, these systems fundamentals give new technicians context. They learn to see the simulator not as a collection of parts, but as a living system where timing, interaction and intent all matter. That understanding underpins safer maintenance, faster troubleshooting and better support for instructors and trainees alike.

Most importantly, when delivered effectively, it shows the new technician or engineer exactly where they sit in the puzzle - what they do to support the big picture.

QTG Preparation and Support Fundamentals

For many new simulator technicians, QTG periods are the moment the job suddenly feels very real. The pace increases, the scrutiny sharpens, and small details matter in ways they haven't likely experienced before.

This is where pressure, precision and professionalism meet, and where good training makes the difference between confidence and anxiety.

A well designed micro course focused on QTG preparation and support helps remove the mystery. It replaces nerves with understanding and shows new technicians why this work matters far beyond the simulator bay.

Importantly, this doesn't make them an expert at assessing the validity of test results, or their impact on the regulatory compliance of the device. However, it does bring a solid awareness to the process, and give them an ability to effectively support more experienced staff to undertake some of the 'leg work' required in QTG testing.

Understanding What QTGs Are Really Testing

One of the first challenges for new hires is understanding that QTGs are not simply about passing numbers or ticking boxes. QTGs exist to demonstrate that a simulator behaves like the aircraft it represents, within defined tolerances, across a wide range of conditions.

This means the testing is not just about individual systems, but about consistency, repeatability and trust. Regulators and customers are looking for confidence that the simulator will train pilots correctly today, tomorrow and months from now.

When technicians understand this purpose, their approach changes. Preparation becomes more deliberate. Shortcuts feel less acceptable. Attention to detail becomes part of their mindset rather than something imposed from outside.

Technician Responsibilities During QTG Periods

QTG periods place technicians in a highly visible role. During these windows, their actions directly impact instructors, auditors and even training schedules. A strong training module should clearly set expectations around responsibilities, including system readiness checks, data integrity, configuration control and fault response. New technicians need to know who to speak to, when to act independently and when to pause and escalate.

This is also where discipline matters. Making unapproved changes, adjusting parameters without documentation, or attempting fixes under pressure can quickly undermine confidence in the simulator. Teaching technicians how to work methodically, even when time is tight, protects both the operation and their reputation.

Documentation Expectations and Discipline

Documentation often feels secondary to hands on technical work for new hires, yet during QTGs it becomes just as important as the system itself. Clear, accurate records demonstrate control and professionalism, and are essential inputs to regulator evaluations.

Training should cover what documentation is expected before, during and after QTG activity, including configuration records, fault logs, corrective actions and sign offs. New technicians should understand that well maintained records are not administrative overhead, they are evidence of care, competence and compliance.

This discipline also supports continuity. When future technicians can see what was done, why it was done and how issues were resolved, the entire team becomes more effective.

Common Preparation Mistakes and How to Avoid Them

Many QTG issues are not caused by complex failures, but by simple oversights. Incomplete warm ups, overlooked configuration changes, assumptions carried over from previous cycles, or last minute adjustments made without proper checks.

A valuable part of QTG training is openly discussing these common mistakes. Sharing real examples helps normalise learning while reinforcing standards. New technicians learn that preparation starts well before the first test run and that rushing often creates more work later.

By teaching technicians how to build checklists, plan lead time and verify assumptions, organisations reduce stress and improve outcomes.

Supporting Instructors and Auditors Calmly and Professionally

QTGs can be stressful for instructors and auditors as well. Schedules are tight, expectations are high and there is little tolerance for confusion. Technicians play a key role in setting the tone.

Effective training will include guidance on communication during QTG periods. How to explain technical issues clearly without defensiveness. How to acknowledge concerns without speculation. How to remain calm when questioned closely.

This is where soft skills and technical skills meet. A technician who can explain what is happening, what is being done and what the next step is builds trust quickly, even when issues arise.

Linking QTG Work to Aviation Safety and Regulatory Trust

Perhaps the most important lesson in a micro course like this is helping new technicians see the bigger picture. QTG outcomes influence how pilots are trained. That training influences how pilots perform in the aircraft. The link to aviation safety is direct.

When technicians understand that their preparation, their documentation and their professionalism underpin regulatory trust, their work takes on greater meaning. The job is no longer just about keeping a simulator running, it is about protecting standards across the aviation system.

This awareness often marks a turning point in a technician’s development. It is where they move from simply maintaining equipment to becoming a trusted part of the training ecosystem.

Building Micro Courses into Daily Operations

One of the most common concerns raised by operators is time. Simulator teams are busy, rosters are tight, and there rarely appears to be spare capacity to pull technicians away from operational duties for training.

This is precisely where micro courses prove their value. Rather than relying on long classroom sessions, effective training is integrated into the working day. Short learning modules can be delivered around shift changes, aligned with upcoming maintenance tasks, or scheduled during quieter operational periods. When brief theory sessions are paired with live work, learning becomes immediate and relevant.

Training does not need to interrupt operations to be effective. When planned carefully, it becomes part of how the operation runs, not something added on top.

The Role of Mentors in Micro Course Delivery

Micro courses are most effective when supported by experienced technicians. While structured content provides consistency, mentors bring that content to life through real world application and experience.

Senior technicians are well placed to deliver learning informally, reinforce key concepts during active tasks, and correct misunderstandings early before poor habits form. They also provide context that no generic material can offer, sharing site specific knowledge and explaining how theory applies to the actual simulator environment.

This approach benefits both sides. New technicians gain confidence and clarity, while experienced staff are given a defined role in developing capability rather than feeling solely responsible for carrying knowledge forward.

Addressing Common Objections

Some operators feel they simply do not have time for training. In reality, the cost of repeated faults, extended downtime and technician turnover far outweighs the time invested in focused learning. Micro courses reduce avoidable errors and help technicians reach independence sooner.

Others point out that every technician learns differently. Micro courses are not intended to replace experience. They provide a shared baseline that experience can build upon, ensuring everyone starts from the same foundation.

There is sometimes also the belief that simulators are too unique for structured training. In practice, this is exactly why generic courses fall short. Micro courses work best when built around the actual systems, configurations and workflows technicians encounter every day.

Long Term Benefits for Operators

Operators who invest in structured early training see clear and lasting benefits. Technicians become productive more quickly, avoidable faults decrease, and simulator availability improves.

Over time, a stronger safety culture develops, supported by better documentation, clearer communication and more consistent decision making.

Just as importantly, technicians who feel supported and capable are more likely to stay. In an industry where experience is one of the most valuable assets, retention is not a side benefit, it's a genuine strategic advantage.

Over time, this reduces reliance on a small number of key individuals and builds resilience into the operation, thus reducing one of the major long-term risks to operations.

A Quiet Competitive Advantage

The simulator industry does not often talk about technician training in this way. Yet centres that invest in structured early learning consistently and quietly outperform those that do not.

Their simulators are more stable. Their teams are more confident. When problems arise, responses tend to be measured, methodical and professional rather than reactive.

But.... micro courses are not a cure all.

They are, however, one of the most effective ways to close the growing skills gap without overwhelming already stretched teams. By focusing learning where it matters most, operators build capability steadily rather than chasing issues after they appear.

A Practical Starting Point

For operators unsure where to begin, the most effective approach is to start small and remain focused.

Identify one area where new technicians struggle most. Design a short session around it. Deliver it once, observe what works, refine the content and repeat. Over time, these small improvements compound into a structured and reliable training framework.

Training does not need to be perfect to be valuable. It needs to be intentional and sustained.

Supporting the Next Generation of Simulator Technicians and Engineers

We work with operators facing these exact challenges. We help teams identify skill gaps, design targeted training modules and build capability from within, without disrupting operations. We can even build out and deliver micro-courses tailored specifically to your team and your training devices.

Keeping simulators running safely and reliably is not only a matter of hardware and software. It depends on people, shared knowledge and the ability to pass experience forward in a way that suits today’s operational realities.

If you would like to explore how targeted micro courses could support your simulator centre, we would be glad to have that conversation.