Ryanair Simulator Assessment: B737 Preparation

What is the Ryanair simulator assessment?

For cadet and some direct-entry pathways, Ryanair uses a practical simulator exercise alongside interviews and other selection activities.

Current cadet information refers to a Boeing 737-800 simulator and roughly 45 minutes as Pilot Flying plus 45 minutes as Pilot Monitoring. The published focus is broader than stick-and-rudder skill: basic handling, crew resource management and flight management all matter.

That does not mean every candidate gets the same route, weather, failure or manoeuvre. Treat the published format as the framework and your own briefing as the exercise you actually have to fly.

Where does the simulator fit in the Ryanair selection process?

For licensed cadets, the broad process may include:

1. create a candidate profile;
2. upload the required documents;
3. apply for a suitable role;
4. complete application screening;
5. complete the online assessment;
6. attend the simulator and interview assessment;
7. receive the result;
8. progress toward a B737 type-rating course if successful.

For direct-entry pilots, the broad sequence may include:

1. online application;
2. application screening;
3. online assessment;
4. simulator assessment;
5. HR interview;
6. technical interview;
7. result notification;
8. course and base arrangements if successful.

The order used on the assessment day can vary.

Read the Ryanair pilot recruitment process guide for the complete selection sequence.

Who may complete the simulator assessment?

The required standard depends on the candidate’s pathway and experience.

Licensed cadets

Licensed cadets have generally completed initial professional pilot training but have limited airline experience.

They may already hold:

• a Commercial Pilot Licence;
• completed ATPL theoretical examinations;
• a valid multi-engine instrument rating;
• APS MCC;
• Advanced UPRT;
• a valid Class 1 medical certificate.

A cadet is not normally expected to demonstrate the operational experience of a line captain.

Assessors may instead focus on:

• basic instrument handling;
• procedural discipline;
• monitoring;
• communication;
• workload management;
• CRM;
• response to instruction;
• ability to apply feedback;
• trainability.

Direct-entry first officers

An experienced first officer may be expected to demonstrate a higher level of:

• flight-path control;
• situational awareness;
• multi-crew communication;
• operational judgement;
• automation awareness;
• abnormal-situation management;
• knowledge appropriate to recent airline experience.

The assessment standard can depend on whether the candidate is:

• type-rated;
• non-type-rated;
• currently operating another jet;
• returning after a break;
• applying with previous Boeing 737 experience.

Direct-entry captains

A captain assessment may evaluate command-level performance.

Possible areas include:

• leadership;
• decision-making;
• management of the other crew member;
• operational judgement;
• prioritisation;
• communication;
• use of available resources;
• response to abnormal or changing conditions;
• command authority without unnecessary dominance.

A captain should not attempt to perform every task personally.

Effective command involves:

• establishing a plan;
• briefing clearly;
• allocating work;
• monitoring progress;
• inviting relevant input;
• making timely decisions;
• maintaining an overview of the operation.

Future Flyer Academy candidates

Future Flyer Academy students may complete simulator exercises during:

• APS MCC;
• final Ryanair assessment preparation;
• the final Ryanair assessment;
• B737 type-rating training.

The exact simulator stage depends on the gateway and training provider.

The Ryanair Future Flyer Academy guide explains Gateway 0, Gateway 1 and Gateway 2.

The Boeing 737 simulator environment

The cadet assessment is currently described as taking place in a Boeing 737-800 simulator.

This does not necessarily mean that a non-type-rated cadet must arrive with complete Boeing 737 systems knowledge.

The purpose of the simulator may include evaluating transferable pilot competencies such as:

• instrument flying;
• control;
• monitoring;
• communication;
• CRM;
• flight management;
• response to coaching.

The exact level of aircraft-specific preparation should be confirmed from:

• the invitation;
• supplied preparation material;
• the pre-simulator briefing;
• assessor instructions.

Do not attempt to operate an unfamiliar system based on an unofficial internet description when the assessor provides another method.

Is previous B737 experience required?

Previous Boeing 737 experience is not automatically required for every Ryanair simulator assessment.

A licensed cadet may be entering the selection process before beginning the B737 type rating.

A direct-entry vacancy may be:

• type-rated;
• non-type-rated;
• aircraft-specific;
• open to pilots transferring from another fleet.

The vacancy determines the required aircraft experience.

Non-type-rated candidates should focus on:

• basic flying;
• instrument scan;
• flight-path management;
• communication;
• monitoring;
• CRM;
• following the supplied instructions.

Type-rated candidates can reasonably be expected to demonstrate deeper aircraft familiarity appropriate to their declared experience.

What happens before the simulator?

The assessment day may begin with:

• candidate registration;
• identity verification;
• document checks;
• introduction to the recruitment team;
• company presentation;
• pre-simulator briefing.

The briefing is important.

It may explain:

• simulator controls;
• aircraft configuration;
• instrument presentation;
• assigned roles;
• target speeds;
• power settings;
• callouts;
• division of duties;
• navigation method;
• manoeuvres;
• assessment rules;
• how feedback will be given.

Listen carefully even when you have previous B737 experience.

The assessment may use simplified or specifically briefed procedures.

Do not replace the assessment briefing with:

• procedures from another airline;
• procedures from an unofficial preparation provider;
• remembered details from a previous candidate;
• procedures from an unrelated simulator session.

Questions to clarify during the briefing

Where appropriate, clarify:

• which procedures should be used;
• which callouts are expected;
• how the flight director or automation should be used;
• which instruments are available;
• which speeds should be maintained;
• how headings and altitudes will be assigned;
• whether raw-data flying is expected;
• how duties are divided;
• how deviations should be communicated;
• whether the assessor wants verbalised decision-making.

Do not ask for confidential information about scoring or future exercises.

A concise operational clarification is appropriate when an instruction is genuinely unclear.

Pilot Flying and Pilot Monitoring

The Ryanair cadet simulator assessment currently includes both Pilot Flying and Pilot Monitoring duties.

Both roles can be assessed.

Pilot Flying

The Pilot Flying is responsible for managing the flight path.

Possible responsibilities include:

• controlling the aircraft;
• maintaining speed;
• maintaining heading;
• maintaining altitude;
• managing climbs and descents;
• briefing intentions;
• requesting or directing appropriate actions;
• communicating changes;
• maintaining situational awareness.

The Pilot Flying should not become so focused on control that communication and planning disappear.

Pilot Monitoring

The Pilot Monitoring supports the safe and effective management of the exercise.

Possible responsibilities include:

• monitoring the flight path;
• identifying deviations;
• confirming instructions;
• supporting navigation;
• communicating relevant information;
• completing assigned actions;
• maintaining situational awareness;
• challenging when necessary;
• assisting with workload.

Pilot Monitoring is not a passive observer.

An assessor may notice whether the candidate:

• follows the complete exercise;
• recognises developing errors;
• speaks at the appropriate time;
• supports rather than distracts the Pilot Flying;
• remains engaged after changing roles.

Switching roles

Candidates may alternate between PF and PM.

When the roles change:

• reset your mental model;
• confirm responsibilities;
• review the aircraft state;
• understand the next objective;
• avoid carrying the previous role’s habits into the new one.

A strong Pilot Flying performance does not compensate automatically for disengaged monitoring.

Basic handling

Ryanair currently identifies basic handling as one of the areas assessed in the cadet simulator exercise.

Basic handling can include:

• maintaining attitude;
• maintaining speed;
• maintaining heading;
• maintaining altitude;
• performing climbs;
• performing descents;
• performing turns;
• intercepting assigned targets;
• controlling the aircraft smoothly.

The objective is not necessarily to display aggressive precision.

Stable, predictable control is normally more useful than repeated large corrections.

Attitude and power

A basic instrument-flying principle is to establish an appropriate relationship between:

• attitude;
• power;
• aircraft configuration;
• resulting performance.

When the aircraft deviates, consider:

1. what attitude is currently set;
2. what power is currently set;
3. what trend is developing;
4. whether configuration has changed;
5. which small correction is appropriate.

Avoid moving the controls continuously without identifying the cause.

Instrument scan

A disciplined scan helps the pilot monitor:

• attitude;
• speed;
• altitude;
• vertical speed;
• heading;
• navigation;
• engine indications.

A weak scan can involve:

• staring at one instrument;
• checking altitude only after a large deviation;
• ignoring the trend;
• allowing heading to drift while correcting speed;
• focusing inside when the exercise requires broader awareness.

A useful scan is:

• systematic;
• continuous;
• adjusted to the phase of flight;
• focused on developing trends.

Control inputs

Use measured inputs.

Large inputs can create:

• overshoot;
• oscillation;
• unstable speed;
• altitude deviations;
• increased workload.

After making a correction:

1. allow time for the aircraft to respond;
2. observe the trend;
3. refine the input;
4. return to a neutral or stable control position.

Do not chase every small instrument movement.

Trim

Where trim is available and its use has been briefed, trim can reduce unnecessary control force and workload.

Poor trim management may lead to:

• constant control pressure;
• overcorrection;
• fatigue;
• reduced capacity for monitoring.

Follow the simulator briefing concerning trim technique.

Speed management

Speed management can be affected by:

• pitch;
• power;
• configuration;
• altitude;
• manoeuvring;
• wind;
• energy state.

Candidates should monitor:

• current speed;
• target speed;
• trend;
• acceleration or deceleration;
• required correction.

Waiting until the speed has already moved far from the target creates more work.

Altitude management

Altitude control involves:

• anticipating level-off;
• monitoring vertical speed;
• adjusting attitude and power;
• avoiding late capture;
• correcting small deviations early.

A common error is continuing the climb or descent until reaching the assigned altitude and only then attempting to stop.

Anticipate the level-off.

The exact lead depends on:

• vertical speed;
• aircraft response;
• configuration;
• assessor instructions.

Heading management

Heading control requires:

• selecting or understanding the target;
• rolling into the turn;
• monitoring bank;
• anticipating rollout;
• correcting drift.

Avoid:

• excessive bank;
• late rollout;
• repeated left-right corrections;
• losing altitude while turning.

Turns

In a turn, the candidate should manage:

• bank;
• pitch;
• speed;
• altitude;
• heading;
• rollout.

Increasing bank can increase load factor and the lift required to maintain altitude.

Do not focus only on the heading indicator.

Climbs and descents

A stable climb or descent requires coordination of:

• attitude;
• power;
• speed;
• vertical path;
• level-off planning.

Before beginning, understand:

• target altitude;
• target speed;
• desired rate where specified;
• expected configuration;
• next action.

Flight management

Ryanair currently states that flight management may be assessed during the cadet simulator exercise.

Flight management can involve more than operating a flight-management computer.

It can include:

• understanding the current flight path;
• planning ahead;
• managing energy;
• following instructions;
• maintaining awareness of the next restriction;
• using available systems appropriately;
• coordinating PF and PM duties.

Planning ahead

A candidate should know:

• where the aircraft is;
• what it is doing;
• what the next target is;
• what action will be required;
• what could interfere with the plan.

A technically accurate correction made too late may still indicate weak flight management.

Energy management

Energy management includes controlling:

• speed;
• altitude;
• descent path;
• configuration;
• thrust.

A high-and-fast aircraft may require early recognition and a structured response.

Do not wait for a large deviation before discussing it.

Automation management

The use of automation depends on the briefing.

The assessment may require:

• manual flight;
• flight-director use;
• autopilot use;
• selected modes;
• raw-data flying;
• a simplified simulator setup.

Do not assume that more automation always produces a better result.

Automation should support:

• situational awareness;
• flight-path control;
• workload management.

It should not replace understanding of what the aircraft is doing.

Mode awareness

Where automated modes are used, candidates should understand:

• which mode is active;
• which mode is armed;
• what the aircraft is expected to do;
• whether the result matches the intention.

A mode selection is not complete until the pilot confirms the resulting aircraft behaviour.

Crew resource management

CRM is a central part of multi-crew pilot assessment.

It can include:

• communication;
• leadership;
• followership;
• monitoring;
• workload distribution;
• decision-making;
• situational awareness;
• challenge and response;
• use of available resources;
• threat and error management.

Good CRM is not simply being polite.

It is behaviour that helps the crew manage the task safely and effectively.

Communication

Communication should be:

• clear;
• concise;
• timely;
• relevant;
• respectful.

Useful communication can include:

• confirming an instruction;
• stating an intention;
• identifying a deviation;
• requesting support;
• raising a concern;
• announcing a change of plan.

Avoid both extremes:

• remaining silent;
• narrating every minor thought.

Briefing

A briefing should create a shared mental model.

Depending on the exercise, it may cover:

• objective;
• flight path;
• assigned targets;
• division of duties;
• important threats;
• expected actions;
• contingency;
• communication.

Keep the briefing proportional to the task.

A very long briefing can consume time without improving coordination.

Leadership and followership

Leadership can involve:

• setting priorities;
• communicating intentions;
• allocating tasks;
• making decisions;
• maintaining an overview.

Followership can involve:

• supporting the plan;
• monitoring independently;
• raising relevant concerns;
• completing assigned tasks;
• contributing information.

Both roles matter.

Challenge and response

If the Pilot Monitoring identifies a meaningful deviation or risk, the concern should be communicated clearly.

A useful escalation can involve:

1. identifying the deviation;
2. stating the required correction;
3. increasing assertiveness if the risk continues;
4. following the applicable safety response.

Avoid:

• silence;
• vague hints;
• aggressive criticism;
• waiting until recovery is difficult.

Authority gradient

An excessive authority gradient can prevent useful challenge.

This can occur when one candidate:

• dominates;
• dismisses input;
• refuses clarification;
• treats monitoring as subordinate rather than collaborative.

A weak authority gradient can also create problems if:

• no one establishes direction;
• decisions are continually deferred;
• the crew remains indecisive.

Effective CRM balances leadership with input.

Workload management

The simulator may deliberately create workload.

The objective is not to prove that you can manage every task simultaneously without prioritisation.

A useful general framework is:

1. maintain aircraft control;
2. stabilise the flight path;
3. identify immediate threats;
4. complete essential actions;
5. communicate;
6. plan the next step.

The exact priority must follow the scenario and applicable procedure.

Task sharing

Share workload clearly.

For example, one pilot may focus on:

• flying;
• speed;
• heading;
• altitude.

The other may focus on:

• monitoring;
• communication;
• navigation;
• assigned actions.

Avoid both candidates trying to perform the same task while another important area is ignored.

Managing overload

Signs of overload can include:

• missed instructions;
• silence;
• repeated control errors;
• fixation;
• forgetting the next task;
• poor monitoring;
• rushing.

When workload rises:

• stabilise;
• slow the process where possible;
• communicate;
• delegate;
• use a clear sequence;
• avoid unnecessary tasks.

Situational awareness

Situational awareness includes:

1. perceiving relevant information;
2. understanding what it means;
3. anticipating what may happen next.

Candidates should remain aware of:

• aircraft state;
• flight path;
• assigned targets;
• trends;
• next action;
• crew workload;
• developing threats.

A candidate may control the aircraft accurately while still showing weak situational awareness if they do not know what comes next.

Threat and error management

Threat and error management involves:

• identifying threats;
• anticipating errors;
• using countermeasures;
• detecting deviations;
• recovering before consequences increase.

Possible simulator threats include:

• unfamiliar cockpit;
• time pressure;
• incomplete information;
• high workload;
• another candidate’s error;
• unclear instructions;
• changing targets;
• unfamiliar automation.

A threat is not necessarily an error.

The crew should recognise it and adjust the plan.

Error management

An error does not automatically determine the result.

Assessors may observe whether you:

• recognise the error;
• communicate it;
• correct it;
• avoid creating a second error;
• continue the exercise;
• learn from feedback.

Trying to hide an obvious deviation can create a greater concern than acknowledging it.

Trainability

Trainability is particularly important for cadets and non-type-rated pilots.

Assessors may give:

• a correction;
• a new technique;
• a changed target;
• a reminder;
• feedback between exercises.

A trainable response involves:

1. listening;
2. confirming understanding;
3. applying the correction;
4. maintaining the rest of the task;
5. demonstrating improvement.

Avoid:

• arguing automatically;
• explaining why the error was not your fault;
• becoming visibly defeated;
• repeating the same error without adjustment.

Response to feedback

If the assessor says that your altitude control is unstable, a useful response is not a long defence.

Instead:

• acknowledge the feedback;
• identify the control issue;
• apply a more structured scan;
• use smaller corrections;
• demonstrate improvement.

The next few minutes may matter more than the original deviation.

What manoeuvres may appear?

The exact profile is not guaranteed.

A simulator assessment may include general tasks such as:

• straight-and-level flight;
• climbs;
• descents;
• turns;
• heading changes;
• altitude changes;
• speed changes;
• instrument flying;
• navigation;
• approach-related tasks;
• go-around-related tasks;
• monitoring duties;
• response to instructions.

Do not assume that all these tasks will appear.

Do not rely on one reported route being repeated.

Straight-and-level flight

This can appear simple but requires coordinated control of:

• attitude;
• power;
• speed;
• altitude;
• heading;
• trim;
• scan.

Small deviations can increase if ignored.

Climbing turn

A climbing turn combines:

• bank;
• pitch;
• power;
• speed;
• heading;
• altitude awareness.

Avoid allowing the combination of tasks to destroy the scan.

Descent planning

A descent exercise may require:

• selecting an appropriate point;
• establishing a stable rate;
• managing speed;
• anticipating level-off;
• communicating.

Raw-data flying

Raw-data flying generally means controlling the aircraft using basic flight and navigation information without relying fully on higher automation.

The precise meaning depends on the simulator setup and briefing.

Skills can include:

• instrument scan;
• interpretation;
• manual control;
• anticipation;
• stable corrections.

Approach-related exercise

An approach-related task may examine:

• briefing;
• flight-path control;
• configuration awareness;
• speed;
• monitoring;
• communication;
• stabilisation;
• decision-making.

Do not assume a particular airport or approach.

Go-around

A go-around is a normal safety manoeuvre.

A candidate should not resist a go-around simply because they want to complete an approach.

The exact actions are aircraft- and procedure-specific.

Follow the briefing and assessor instructions.

Abnormal scenarios

An assessment may include changing conditions or an abnormal situation, particularly for experienced pilots.

Possible assessment themes include:

• prioritisation;
• communication;
• workload management;
• use of procedures;
• decision-making;
• leadership;
• CRM.

Do not memorise an unofficial failure sequence.

The objective is to manage the actual information presented.

Is an engine failure included?

You should not assume that an engine failure will or will not appear.

Unofficial candidate reports may describe particular failures or manoeuvres, but the profile can change.

Prepare general principles appropriate to your licence and experience:

• maintain control;
• identify the situation;
• follow the applicable procedure;
• communicate;
• manage workload;
• avoid rushed action.

Do not perform unbriefed aircraft-specific memory actions based on internet content.

Is the simulator assessment difficult?

The exercise can be demanding because candidates may be dealing with:

• an unfamiliar cockpit;
• new instrumentation;
• limited preparation time;
• another candidate;
• assessment pressure;
• multiple instructions;
• technical and HR assessments on the same day.

Difficulty does not mean perfection is required.

The assessment may examine:

• baseline ability;
• organisation;
• learning;
• response to feedback;
• crew behaviour;
• recovery.

What is a good simulator performance?

A good performance may involve:

• listening to the briefing;
• maintaining a structured scan;
• using measured control inputs;
• monitoring speed, heading and altitude;
• communicating relevant information;
• supporting the other candidate;
• recognising deviations;
• applying feedback;
• recovering calmly;
• maintaining professional behaviour.

It does not necessarily involve:

• zero deviation;
• complete B737 systems knowledge for a non-type-rated cadet;
• memorising an exact profile;
• speaking continuously;
• controlling every crew action.

Original practice scenarios

Original simulator practice scenario

The following scenario is original.

It is not an official Ryanair simulator profile.

You are Pilot Flying in a generic twin-engine jet simulator.

The assigned targets are:

• heading 090 degrees;
• altitude 6,000 feet;
• speed 210 knots.

You are then instructed to:

1. turn left to heading 030 degrees;
2. descend to 4,000 feet;
3. reduce speed to 180 knots.

A structured response would include:

• acknowledging the instruction;
• confirming the three targets;
• planning the turn, descent and speed change;
• making measured inputs;
• monitoring the developing trends;
• communicating significant deviations;
• anticipating the rollout and level-off.

The objective is coordinated flight-path management.

This scenario does not reproduce an official assessment.

Original Pilot Monitoring scenario

The following scenario is original.

The Pilot Flying is assigned:

• altitude 5,000 feet;
• heading 270 degrees;
• speed 190 knots.

During a turn, the aircraft passes through 4,850 feet and continues descending.

As Pilot Monitoring, a useful response would be to communicate the deviation clearly and promptly.

For example:

“Altitude, descending through four thousand eight hundred fifty. Correct back to five thousand.”

The exact wording depends on the briefing and procedures.

The key skill is timely, specific monitoring.

Original feedback scenario

The following scenario is original.

An assessor tells you that your control inputs are too large and asks you to make smaller corrections.

A trainable response would involve:

• acknowledging the feedback;
• reducing input size;
• allowing the aircraft time to respond;
• monitoring the trend;
• avoiding repeated oscillation.

Do not spend the next part of the exercise explaining why the original technique was reasonable.

How to prepare for the Ryanair simulator assessment

Preparation should develop transferable ability.

Step 1: Confirm your profile

Identify whether you are applying as:

• licensed cadet;
• type-rated first officer;
• non-type-rated first officer;
• direct-entry captain;
• Future Flyer Academy graduate.

The expected standard can differ.

Step 2: Read the invitation

Identify:

• location;
• date;
• simulator type;
• preparation material;
• required documents;
• permitted equipment;
• assessment duration;
• expected procedures;
• dress instructions;
• reporting time.

Do not use a third-party profile when your invitation provides different instructions.

Step 3: Review instrument flying

Practise:

• attitude and power;
• straight-and-level flight;
• climbs;
• descents;
• turns;
• speed control;
• altitude capture;
• heading capture;
• instrument scan;
• trim.

Step 4: Review PF and PM duties

Practise both roles.

As PF:

• brief;
• fly;
• communicate intentions;
• request support;
• maintain awareness.

As PM:

• monitor;
• communicate deviations;
• support navigation;
• complete assigned tasks;
• challenge appropriately.

Step 5: Practise CRM

Use simulator or mock-crew exercises to practise:

• briefing;
• task sharing;
• confirmation;
• monitoring;
• challenge;
• decision-making;
• feedback.

Step 6: Practise unfamiliar-cockpit adaptation

When possible, practise in a simulator that requires you to:

• locate instruments;
• interpret a new display;
• follow new instructions;
• adapt without becoming overloaded.

Do not attempt to memorise every Boeing 737 switch unless that level of knowledge is required for your pathway.

Step 7: Practise verbal communication

During practice, say:

• assigned targets;
• intentions;
• important deviations;
• requests;
• concerns;
• changes of plan.

Keep communication concise.

Step 8: Practise error recovery

Deliberately include small deviations in practice.

Train yourself to:

1. recognise the deviation;
2. stabilise;
3. correct;
4. communicate;
5. continue.

Step 9: Complete mock assessments

A mock exercise should include:

• briefing;
• PF role;
• PM role;
• role change;
• changing instructions;
• feedback;
• debrief.

Do not repeat the same profile until it becomes memorised.

Simulator preparation without access to a B737 simulator

A full-flight B737 simulator is not always necessary for early preparation.

You can practise underlying skills using:

• an approved flight-training device;
• an instrument trainer;
• a generic multi-engine simulator;
• MCC or APS MCC exercises;
• chair flying;
• instrument-panel diagrams;
• verbal briefing practice;
• structured scan exercises.

The objective is to improve:

• instrument flying;
• coordination;
• role discipline;
• communication;
• monitoring;
• planning.

Chair flying

Chair flying involves mentally rehearsing:

• briefing;
• target confirmation;
• control sequence;
• callouts;
• monitoring;
• correction;
• level-off;
• role changes.

Use the exact procedures supplied for your assessment where available.

Do not create an imaginary official Ryanair profile.

Practice briefing

A generic practice briefing could include:

• assigned objective;
• expected flight path;
• target speeds and altitudes;
• division of duties;
• principal threats;
• communication plan;
• recovery plan.

Keep it concise and operationally relevant.

Practice instrument scan

Use a panel image or training device to rehearse a repeatable scan.

For example:

1. attitude;
2. speed;
3. attitude;
4. altitude;
5. attitude;
6. heading;
7. vertical trend;
8. navigation;
9. engine indications where relevant.

The exact scan should adapt to the phase of flight.

Two-week preparation plan

Days 1-2: Baseline

Assess:

• instrument scan;
• heading control;
• altitude control;
• speed control;
• turns;
• climbs;
• descents.

Record recurring deviations.

Days 3-4: Basic handling

Practise:

• small control inputs;
• trim;
• anticipation;
• rollout;
• level-off;
• energy management.

Days 5-6: Pilot Monitoring

Practise:

• monitoring;
• clear deviation calls;
• target confirmation;
• situational awareness;
• support without distraction.

Days 7-8: CRM

Practise:

• briefing;
• task allocation;
• challenge;
• decision-making;
• communication under workload.

Days 9-10: Combined exercises

Combine:

• turns;
• climbs;
• descents;
• speed changes;
• changing instructions;
• role switching.

Days 11-12: Feedback and recovery

Ask an instructor to introduce:

• corrections;
• changed targets;
• distractions;
• small deviations.

Focus on adapting quickly.

Day 13: Full mock assessment

Complete:

• pre-simulator briefing;
• PF exercise;
• PM exercise;
• role change;
• debrief.

Use an unfamiliar profile.

Day 14: Light review

Review:

• briefing;
• scan;
• communication;
• common errors;
• assessment logistics.

Avoid exhausting yourself immediately before the assessment.

Four-week preparation plan

Week 1: Flying fundamentals

Focus on:

• attitude and power;
• instrument scan;
• speed;
• heading;
• altitude;
• trim;
• turns.

Week 2: Multi-crew performance

Focus on:

• PF and PM roles;
• communication;
• briefing;
• monitoring;
• task sharing;
• CRM.

Week 3: Workload and adaptation

Focus on:

• changing instructions;
• unfamiliar displays;
• multitasking;
• threat management;
• error recovery;
• feedback.

Week 4: Assessment simulation

Focus on:

• full mock exercises;
• role changes;
• concise communication;
• stable performance;
• realistic assessment pressure;
• light final review.

Assessment-day preparation

Before the assessment:

• confirm the reporting time;
• confirm the location;
• plan transport;
• prepare accommodation where necessary;
• organise documents;
• review supplied material;
• sleep normally;
• avoid excessive last-minute simulator practice.

Bring the documents requested in the invitation.

These may include:

• passport;
• pilot licence;
• medical certificate;
• logbook;
• flight-time summary;
• training certificates;
• assessment invitation.

During the company presentation

Remain attentive.

The presentation may provide context about:

• training;
• operations;
• assessment;
• career pathway;
• next steps.

Professional behaviour can be observed throughout the day, not only when the simulator starts.

During the briefing

• listen;
• take permitted notes;
• confirm targets;
• understand role allocation;
• ask concise clarification questions;
• avoid showing off unrelated knowledge.

Entering the simulator

Take a moment to orient yourself.

Identify:

• primary flight display;
• navigation display;
• engine indications;
• thrust controls;
• flight controls;
• trim;
• radio or communication controls where relevant;
• assigned automation controls.

Follow the assessor’s setup.

During the exercise

• maintain the scan;
• communicate;
• anticipate;
• use small corrections;
• monitor the other candidate;
• apply feedback;
• continue after errors.

After the exercise

A debrief may include:

• self-assessment;
• assessor feedback;
• questions about decisions;
• discussion of errors.

Be honest.

A useful self-assessment identifies:

• what went well;
• what needs improvement;
• what you would change.

Avoid saying that everything was perfect.

Common simulator assessment mistakes

Memorising an unofficial profile

A remembered route may become a distraction when the real exercise differs.

Ignoring the briefing

The briefing defines the assessment method.

Overcontrolling

Large inputs create oscillation and workload.

Chasing instruments

Use attitude, power, trim and trend rather than reacting separately to every indication.

Fixating on one parameter

Correcting speed while ignoring altitude and heading can create multiple deviations.

Late level-off

Anticipate the target rather than waiting to pass it.

Weak Pilot Monitoring

Do not become passive when the other candidate is flying.

Excessive talking

Communicate relevant information without narrating every thought.

Remaining silent

Important intentions and deviations should be communicated.

Dominating the other candidate

Strong CRM is not the same as controlling the other person continuously.

Failing to challenge

Raise meaningful concerns clearly and promptly.

Arguing with feedback

Apply the correction first.

Becoming discouraged after an error

Recover and continue.

Pretending to understand

Ask for clarification when an instruction is genuinely unclear.

Showing off aircraft knowledge

Use the method required for the assessment rather than introducing unrelated company procedures.

Ignoring basic flying

Do not let unfamiliar B737 details distract from:

• attitude;
• power;
• speed;
• heading;
• altitude.

Treating PM as a rest period

Monitoring is part of the assessment.

Practising only as Pilot Flying

Prepare both roles.

Depending on automation

Understand the required flight path and monitor aircraft behaviour.

Practising until exhausted

Fatigue reduces scan, coordination and learning.

What simulator preparation is actually for

Good preparation makes your basic flying and crew habits more reliable. A stable instrument scan, sensible attitude-and-power control, concise calls, active monitoring and clean task sharing travel well across different profiles.

Memorising a reported route does not. If the airport, sequence or failure changes, a rehearsed script can become a liability.

What happens afterwards?

The simulator may sit before or after the HR, technical and English components depending on the pathway and assessment-day order. Ryanair’s cadet information says candidates are generally told the result in about a week, although actual timing can vary.

Successful candidates can then move toward course allocation, document checks and B737 type-rating training where applicable. Passing the simulator by itself is not an employment guarantee.

Before assessment day

Check the invitation for the simulator location/type, reporting time, PF/PM expectations, any supplied preparation material, required callouts or procedures, documents, dress and whether interviews or an English assessment happen the same day.

What good preparation looks like

You should be able to fly a basic profile without chasing the instruments, monitor effectively when you are PM, communicate when workload rises and recover after a mistake without letting the next five minutes unravel.

That combination—stable handling, useful monitoring, CRM and trainability—is much more transferable than knowing one unofficial simulator profile.