Cessna Flight Training System Philosophies and Techniques

1. Cessna Flight Training System Philosophies and Techniques

2. Additional information • Be sure to study the Instructor’s Guide • Available under the “Documentation” menu of the Course Tracking Application (CTA).

3. The traditional approach • Teach customers how to fly maneuvers • They reach a certain proficiency level with those tasks • We recommend them for a flight test • The flight test measures their proficiency in those specific tasks • The examiner issues them a certificate.

4. Then came FITS • FAA-Industry Training Standards • Simply go to Google and search for “FAA FITS” • Or: faa.gov/training_testing/training/fits

5. What we mean by FITS • Cessna has designed the following FITS principles into this new training system: • Scenario-based training (SBT) • Single-pilot resource management (SPRM) • Learner-centered grading (LCG)

6. The objective • The goal of FITS is to build pilots’ decision-making skills during the training process so they will be better prepared to make aeronautical decisions when they receive their certificates.

7. Traditional Approach vs. FITS • FITS helps increase decision-making skills as well as stick-and-rudder skills Traditional Approach FITS Skills Skills Judgment Judgment

8. What’s the secret? • You cannot teach judgment • But it can be learned • This is where scenario based training (SBT) comes in • This is not new • Airlines: Line Oriented Flight Training (LOFT) • Military: “Fly like you fight” • What’s new is implementing these philosophies into GA flight training.

9. Another part of the problem • Flight Director • Cessna has one that: • Directs the climbs, descents, heading changes • Prescribes the control input to accomplish those maneuvers • Directs level offs • If the pilot does not make the needed corrections in a timely manner, it makes them automatically • Called the Flight Instructor • It’s difficult to sit on your hands and even more difficult to shut up

10. Flight instructors • You have a lot more “airsense” • You don’t have to devote most of your available “RAM” to controlling the airplane • You see it happening before the customer • You need to let the customer make the call unless it’s going to bend metal or hurt someone.

11. Implementing SBT • “Reflective Response” • They need to reflect on their choices • No canned answer • Multiple solutions • Hint: Your way is not the only way • Never criticize a conservative approach

12. Effective scenarios • Realistic • Have to be relevant to the current phase of training • Outcome has to be determined by the learner • Instructor coaching must be positive, not condescending

13. Wait a minute! • I have to make up scenarios for every flight? • Nope, we did it for you • You can customize each scenario for your school.

14. Course structure Three Stages • Stage 1: Pre-Solo • Stage 2: Solo & Cross-Country • Stage 3: Preparing for Your Practical Test Each stage is divided into phases (total of 10) Each phase includes multiple scenarios.

15. Sport/Private Course

16. Memory aid Stage There are only 3 of these. Phase There are 10 of these. Scenario New name for a “lesson.”

17. Stages Each stage has • Suggestedone-on-one Knowledge Review Sessions • Required Expanded Instructor Briefings • Required Progress Checks The suggestedone-on-one Knowledge Review Sessions are designed to • Supplement the web-based knowledge instruction as necessary, and • Enhance customer learning by identifying any weak areas The one-on-one Knowledge Review Sessions • Are not required but strongly recommended • Can be found in Appendix B of the syllabus IMPORTANT:The syllabus does not address briefing your local safety practices and procedures; please review these key items before or after your first flight with the customer.

18. Progress Checks Each stage, the customer is requiredto complete aProgress Check that: • Checks the customer’s progress and instructor pairing • Consists of oral quizzing and a flight • Is to be performed by the Chief Flight Instructor, Assistant Chief Flight Instructor, or a designated instructor The progress checks can be found in • Stage 1, Phases 2 and 5 • Stage 2, Phase 7 • Stage 3, Phase 10.

19. Phases There are 10 phases of training. Each phase includes… • Web-based Knowledge Instruction that: • Forms the customer’s knowledge foundation to be used for the flight scenarios • Is directly correlated to the phase • Is to be completed before the corresponding phase can be considered complete • Flight Scenarios that: • Are placed in a suggested order of completion • Can be flown • Once • More than once • Not at all • Can be customized for your local training environment • Can be completed out of phase or stage if approved by the Chief or Assistant Chief Instructor

20. Phases continued • Phase Ground Training Checklists that: • Contain knowledge areas evaluated by the instructor on the ground and normally discussed during the preflight briefing. • Must be demonstrated to the ‘explain’ level in order to complete the phase. • Phase Proficiency Checklists that: • Contain tasks that are to be completed in order to the ‘perform’ level in order to complete the phase • Contains completion standards for the phase.

21. Phase Proficiency Checklist • The customer can move on to the next phase of training once all items on the phase proficiency checklist are completed to the level of performance required for that phase • The customer is not required to complete every flight scenario within a phase, but it is highly recommended that they do so, as the scenarios progress in complexity to provide maximum efficiency.

22. Example

23. Scenarios • The new name for “lesson” • Total of 32 (includes the four progress checks)

24. In each scenario Scenario Title: Recognizing and Recovering From Stalls (Stage 1, Phase 2, Scenario 1) Objective: Learn how to correct for the wind while taxiing, perform radio communications, and improve aircraft control while learning the skills to recognize, avoid and recover from a stall Where to go: The vicinity of the highest obstacle in a 20-nm radius, keeping the appropriate legal distance (vertical and horizontal) from the obstacle and then to suitable airspace for the maneuvers How to get there: Pilotage Possible deviations: None Possible malfunctions: None Purpose/pressures (real or simulated): You need to take an aerial photo for a client of the highest obstacle within a 20-nm radius of your home airport. The deadline for the photography is tomorrow morning at 9 am. Risks (real or simulated): Traffic, flying at or near stall speed, flying near a high obstacle New this scenario(list of tasks) Improving your skills(list of tasks).

25. Lesson numbers • Disadvantages of a traditional lesson-numbered syllabus: • When a customer repeats a numbered lesson, they naturally feel that they are spinning their wheels and not progressing • A rigid structure does not fit the individualized nature of flight training • This new curriculum does not number lessons from beginning to end of the syllabus • Instead, each phase includes multiple scenarios that are performed until the phase proficiency standards are achieved.

26. Watch for DEMO in the syllabus • Too many instructors are trying to teach customers how to fly the airplane while in the traffic pattern • Customers need to learn stick-and-rudder skills in the practice area, THEN learn how to perform takeoffs and landings • This syllabus includes the word “DEMO” next to the takeoff and landing tasks in the entire first phase • This means the instructor is to perform (demonstrate) those takeoffs and landings • Don’t let the customer do it in the first phase • Make it something to look forward to.

27. Quality ground training • Ask a question that requires the customer to make a decision • Examine the decision made • Explore alternatives • Evaluate which way is best • Best for the customer • Case study training • Real, dynamic, interesting • ntsb.gov, asf.org (aopa.org/asf/ntsb)

28. Expanded Instructor Briefings • Before each significant event the instructor will give an expanded briefing to ensure that all goes as smoothly as possible for the • First solo flight, • First solo cross-country flight, • And FAA practical test • During these expanded briefings, the instructor will ask questions about the airplane and local flight environment as well as questions specific to the phase of training just completed • These briefings will be conducted one-on-one with the instructor and can be found in Appendix A.

29. Example

30. Learner Centered Grading (LCG) Learner-centered grading includes two parts: • Learner self assessment, and • A detailed debrief by the instructor. • The purpose of the self assessment is to stimulate growth in the learner’s thought processes and, in turn, behaviors. • The self-assessment is followed by an in-depth discussion between the instructor and the customer

31. Example

32. Suggested Knowledge Review Sessions • Designed to be an optional supplement to the web-based knowledge instruction • Are conducted one-on-one with the instructor • Found in Appendix B of the syllabus.

33. Example

34. So why should I care? • Safer, more competent pilots • Customer Satisfaction • Focus on the areas they need to work on • Proficiency advancement • No expectation of solo by certain time • Scenario-based flight tests • Required right now

35. Additional information • Be sure to study the Instructor’s Guide • Available under the “Documentation” menu of the Course Tracking Application (CTA).