FLIGHT TRAINING CURRICULA: OPPORTUNITIES TO RE-SHAPE THE DELIVERY SYSTEM

1. FLIGHT TRAINING CURRICULA: OPPORTUNITIES TO RE-SHAPE THE DELIVERY SYSTEM

3. What are Curricula and Methods? • Non-Human Aspects of the Delivery System: • Syllabi and Training Course Outlines • Courseware and Training Aids • Learning Media (Passive and Interactive) • Simulator and Aircraft Platforms

4. Flying is Physical and Mental • Learn from proven methods developed for training elite athletes: • As much as 90% of success due to mental factors • 75% mental training and 25% physical training is far more effective than 100% physical training • Quality of Methodology vs. Quantity of Training • Motivation vs. Rote Actions

5. Flying is Physical and Mental • Mental / Imagery Aspect (75%): • Syllabi and Training Course Outlines, Courseware and Training Aids, Learning Media, Simulation • Physical Aspect (25%): • Training in an Aircraft • “The cockpit is a lousy classroom” • Flight-line methods remain largely aircraft-centric

6. Some Questions to Ask Ourselves • Are current curricula and methods being implemented efficiently and effectively? • Have integrated training curricula been proven to be effective?

7. Some Questions to Ask Ourselves • What opportunities exist to decrease training time and cost, while increasing effectiveness and safety? • How has curricula redesign been used (or might it be used) to create more attractive programs to students and the latent market?

8. Integrated Training Curricula: New Opportunities for Re-design John Bertrand, Ph.D. Middle Tennessee State Univ. (ret) Windsong Aviation, Inc Two Worlds of Flight Training

9. MTSU vs. Windsong • At MTSU, training is on the forefront, using modern avionics, progressive curricula, and scenario based interactive training. • At Windsong, training is much as it has always been, using traditional avionics and maneuver based training.

10. Outcomes • At MTSU, the instrument license is reached with great efficiency and produces a superior pilot. The pilot then remains for the multi-engine license and most become CFIs. • At Windsong, customers may or may not reach the instrument license, and most operate their own aircraft immediately.

11. The Future for Each • At MTSU, it is reasonable to predict great things for every graduate. They are more capable and better trained than any group before them. • At Windsong, graduates operate their own aircraft in the system with outcomes based on personal criteria.

12. David McVinnie, MCFI DPE FAAST www.albuquerquedpe.com There’s nowhere you need to be or nothing you need to do that’s more important than Safety!

13. The Industry Perspective FAA Industry Training Standards (FITS) FITS is a joint project of the FAA, the FAA-sponsored Center for General Aviation Research (CGAR), Embry Riddle Aeronautical University, The University of North Dakota, and various organizations and associations representing the General Aviation industry.

15. Included in the GA Flight Training Modernization Roadmap 2005–2008

16. Methodology • Focused on scenarios versus individual tasks • Presented new grading concepts • Maneuver, skill or task grades • Describe/Explain/Practice/Perform • Single Pilot Resource Management grades • Explain/Practice/Manage – Decide • Joint instructor/student lesson assessments

17. TAA Transitions • Originally intended for transition training • G-1000 • Garmin 400/500 series • Aircraft transitions • VLJ • Light Turbine • Single Pilot Resource Management

18. FITS • FITS transitions into commercial and instrument training programs (examples in March 2007) • Middle Tennessee State University tests a FITS syllabus for a combined Private/Instrument course (One student completes in 55 hours) • More confident • Fewer setbacks • More comfortable with automation

19. Arlynn McMahon 2009 CFI of the Year

20. Where are we now? • Jeppesen and King Schools have integrated FITS concepts into their courseware. • Evidenced in pre-lesson planning and lesson grading. • Scenario based training (SBT) is covered in the current aviation instructors handbook.FAA-H-8083-9A • It is not correlated to the FAA FITS program.

21. Where are we now? • A few large organizations have implemented FAA approved courses (exceptions of course) • The FAA offers little incentive for schools to implement “official” FITS programs • Course approvals are completed by local FSDOs as a low priority (in their workload)

22. Where are we now? • Less flight training competition in this economy – less motivation to change. • Little or no motivation to save the customer money by providing more efficient training. • High resistance to change (RC) factor. “The old way works just fine.”

23. Is there good news? • Professional instructors have heightened awareness of advantages of SBT and its impact on decision making and single pilot resource management – thus enhancing safety! • Students involved with FITS-based programs are generally happier and more likely to complete.

24. Can we improve? • FITS was never intended as a mandate. • As we train new CFIs, we can advocate the advantages of SBT as it relates to safer pilots. • Could the FAA supplement 14 CFR 61 to allow reduced certificate requirements with proper documentation? (Assuming we can get CFIs to document)

25. Sometimes we hesitate to accept something, even if it’s good for us!

26. Developing Effective Transition and Recurrent TrainingA little instruction can go a long way toward increasing safety Thomas P. Turner Mastery Flight Training, Inc. www.mastery-flight-training.com ©2011 Mastery Flight Training, Inc.

27. “I can fly anything with wings” ©2011 Mastery Flight Training, Inc.

28. ©2011 Mastery Flight Training, Inc.

29. Federal Guidance • Airplane Flying Handbook • AC 61-9B, Pilot Transition Courses for Complex Single Engine and Light, Twin-Engine Airplanes • AC 90-109, Airmen Transition to Experimental or Unfamiliar Airplanes ©2011 Mastery Flight Training, Inc.

30. Toward Type-Specificity • Insurance requirements • Commercial products • Type-club programs ©2011 Mastery Flight Training, Inc.

31. Culture Shift • Emphasis on type-specific transition training • Moving down as well as moving up in airplane capability • Develop type-training guidance for instructors • Regulatory requirement • Constant reinforcement ©2011 Mastery Flight Training, Inc.

32. Creating and Delivering Innovative, Effective Training Curricula Mike Shiflett – CEO MS Aviation

33. The case for a change • Students stop flying near solo or shortly after • Most aeronautical knowledge starts after solo • Books/DVDs do not offer a great opportunity for marketing or gathering metrics • Students see academics as overwhelming

34. Paper vs. eBooks • October 2010 – Survey of 655 College Students

35. Paper vs. eBooks • March 2011 – Survey of 655 College Students

36. Likes and Dislikes • October 2010 – Survey of 655 College Students

37. Likes and Dislikes • March 2011 – Survey of 655 College Students

38. Preferring Paper – Reasons • 50% - Preferred print to digital • 14% - Lose access at the end of course • 7% - No buyback or resell option

39. Preferring Digital • 83% - Reduces weight in their backpack • 78% - All course materials are in one place • 42% - Prefer the technology • Research by OnCampus Research – http://www.nacs.org

40. Clearly, paper books will not be obsolete in the near future The goal should be to do what digital books do best: • Searchable • Tight integration to the lesson • Open to exact, constrained, chapters and pages relative to the topic presented

41. What’s the proposition? • It can’t just be a digital replacement • It must add value that a book/DVD cannot • It must be integrated • It must offer ALL of the benefits of being online. Not just that it is online: • Forums • Social Sharing • Research – Wikis, PDF annotation etc.

42. Delivery Systems

43. Advantages of each

44. Enabled Benefits for Online/Mobile • Integration of advertising and location based ads • Social sharing – New opportunities for schools • Ability to change content quickly • Reacting quickly to industry recommendations • Happier students

45. Summary – The Goals • Not to replace all paper or DVD • Let digital technology play out it’s strengths where it can do this best • Make a more flexible delivery platform • Measure students progress and modify content or change syllabus when required

46. Summary – The Goals • Training materials should help sell Aviation • Enable additional revenue streams to flight schools by enabling social sharing

47. How it can look

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