1. Pilot Education The Key to Airmanship
Captain Dave McKenney
Director, Pilot Training Programs
Air Line Pilots Association, Int’l
Training, Standardization & Compliance Conference
July 17, 2012

2. Overview Airmanship Pilot Education Flight Deck Automation
Advanced Qualification Program (AQP)
Using AQP for Pilot Education

3. Airmanship

4. Airmanship
Airmanship is more than simply having the requisite knowledge and skills; it is also about having an appropriate attitude, self-discipline and a desire to perform optimally at all times.
Airmanship is an approach to aviation, which manifests itself in excellent performance.
“Airmanship Training for Modern Aircrew”
(Louise Ebbage and Phil Spencer)

5. Airmanship
“Airmanship Training For Modern Aircrew” by Louise Ebbage & Phil Spencer
Outstanding Airmanship The will to be excellent
Superior Airmanship
Situation Management (Foresight, problem solving, situational awareness etc)
Basic
Airmanship
Basic Competence
(Foundation of knowledge, skills etc - evolves further through continuous improvement)

6. Airmanship The Elements of Airmanship – Ebbage & Spencer Flying skills
Automation skills
Information management
Navigation skills
Communication skills
Situational Awareness
Problem solving
Mental workload
Foresight
Self-
improvement
Vigilance
Co-operation
Confidence

7. Redefining Airmanship by Anthony Kern

8. Airmanship Definition
A measure of a pilot’s awareness of the
Aircraft
Flight environment
Her/his own capabilities
Behavioural characteristics,
Flying skills,
Combined with good judgement,
Wise decision making,
Attention to detail,
High sense of self-discipline.

9. Develop Airmanship Pilots need to develop basic skills to Aviate
Navigate
Communicate
Manage systems/tasks/workload/CRM
In the increasingly complex operational environment, during normal and non-normal operations

10. Developing Pilot Skills
Skills need to be developed over time and require:
Knowledge
Application
Practice
Once acquired, pilot skills need to be practiced to maintain Proficiency and Fluency

11. Proficiency & Fluency Competency – Demonstrated Ability
Proficiency - Attained after several repeats in several different events
Fluency – Ability to use in the “Heat of Battle”
Only attained after a maneuver can be properly completed after numerous repetitions, without error, over time
If the maneuver cannot be done properly after the passage of time, that pilot by definition is not "fluent" although they may be proficient after one or more repeats.

12. Fluency
Fluency
Training/Evaluation standard for a small sub-set of critical events that can lead to a catastrophic loss of control if unrecognized and recovered appropriately
Non-procedural in nature
As long as the aircraft is returned to a proper state of control, even if the crew omitted or committed a procedural step, it is fluent
Only applied to truly "critical" maneuvers
All non-critical maneuvers may continue to be trained to proficiency
Safety and training data can provide data which will show which tasks are critical

13. Fluency
Fluency can be attained by offering realistic training events of such critical events in established training cycles, and offering enough repetitions for each pilot that they can demonstrate adequate recognition and recovery skills.
The evaluation of the standard of “fluency” is then demonstrated by evaluation of the crew performance when given a “surprise” and un- announced critical event in the course of realistic operationally-oriented simulator training.

14. Pilot Skills
Knowledge and skills come from more than training. They also come from
Operational experience
Mentoring
Hangar flying
… and other ways

15. Technology is not a Silver Bullet
Primary Pilot Skills to be developed and maintained
Manual Flight Operations
Task Management
Flight Path / Energy Management
Managing Malfunctions
Crew Resource Management
Decision Making

16. System-of-Systems Manager
Managing tasks within the flight deck is complex and requires managing:
flight deck workload,
distractions, and
tasks generated by others inside and outside the flight deck
Today’s technology and training does not always prepare the pilot to be a system-of-systems manager

17. PROFILE OF PROFICIENCY *
PERSONALITY
PHYSIOLOGICAL
Fatigue
Rest break schedule
Rest break facilities
Time off between trips
Circadian rhythm
Crew Meals
PERFORMANCE
ORIENTATION
Pilot focus / lack of
performance initiative
EMOTIONAL
Depression
Anxiety
Loss of confidence
Life events
EXPERIENCE
Total flying experience
Time on aircraft
Years of service
TRAINING
Quality of training
Transference of training
Frequency and duration
Location and type
PROFICIENCY
A thorough competence
derived from training
and practice
PRACTICE
Exposure to aircraft
Exposure to simulator
Frequency and duration
MOTIVATION
Professionalism
Outside distractions
Outside employment
PERFORMANCE FAILURE
Downward spiral
(multiple failures)
Isolated from others
Loss of confidence
Bid restrictions
ASSIGNED CREW DUTIES
Roles and responsibilities
Command duties
Change of command
AIRLINE SYSTEM
STRUCTURE
Term limits
Bidding
Scheduling
Seniority systems
*This model addresses proficiency of all pilots in an augmented crew. Shaded boxes reflect factors that will not be investigated in the current study.

18. Pilot Education

19. Pilot Education Training and Education are not interchangeable
Training - Develops Response Structures
Education – Develops Airmanship
The regulatory and corporate model of the pilot’s role favors an anti-intellectual approach to learning and a minimalist approach to procedural training

20. Pilot Education
Need more focus on combining a thorough Education with Training
Leverage Technology to
Train competency in technical and non-technical skills
Develop Airmanship skills
On-going pilot improvement education – that spans a career

21. Professional Pilot Requires Training Competency and Fluency in
Technical Skills
Non-Technical Skills
Airmanship
This requires formal initial and recurrent education in airmanship skills as well as proper on-going airline mentoring by well-qualified pilots.
Training and obtaining certain flying skills (Manual Handling) alone does not make a professional pilot.

22. Pilot Education
To develop skills for Airmanship and Flight Deck Resource Management
We need a paradigm shift
Emphasis should be on shifting away from a pilot betting their license and move toward facilitating a learning environment
Encourage continuous improvement and strive for perfection, not settle for just passing the Checkride

23. Pilot Education
Individual Programs, Courses, Professional Development, etc. should be components of a quality continuous improvement program for pilots that is constantly monitored and improved by the Training Management System

24. Training Management System (TMS)
Modeled after core principles of SMS
Provides a structured management system to control risk in operations
Allow operators to use a well-defined system to identify, construct and deliver curriculum that is relevant and fresh, without wasting resources on items that are NOT.
System Definition
Integrated networks of people and other resources that accomplish the same mission/goal

25. Training Management System
Mission -> Quality Pilot Education
Major Stakeholders
Operator - responsible for compliance
Regulator - responsible for oversight
Pilots - provide a “real-world” perspective
Training Roundtable
Data-driven approach to establish training priorities and objectives
Examine Operational, training data, and safety data
“Steering and Oversight Committee”
Assess effectiveness of Training System
Assess effectiveness of Training Management System

26. Validate Training Effectiveness
Use valid evidence to determine whether your training system actually contributes to improved pilot education and performance

27. Scenario-Based Training
Purpose of scenario-based training
Emphasize the development of
critical thinking,
flight management, and
flying skills
during normal line operations rather than solely on
traditional part-task maneuver-based skill training.

28. Scenario-Based Training
Result of scenario-based training
Accelerates the acquisition of higher-level decision-making skills and airmanship by
requiring the pilots to apply their entire
acquired training knowledge and skill sets
during line-oriented flight training
Excellent way to evaluate Fluency of critical maneuvers
Line Oriented Evaluation

29. Scenario-Based Training
Elements of Scenario-based Training
Include scenarios from accident, incident, and safety data to provide realistic opportunities for pilots to see how threat situations may develop and how they should be managed during line operations.
Prevention (Avoidance and Recognition): Emphasize proper aeronautical decision making, CRM skills, enhancing a pilot’s situational awareness
Do not brief pilots ahead of time that they are receiving scenario- based training or what events are going to happen.
Good training tool to introduce a Startle/Surprise event during realistic line-oriented flight training in the simulator.
Allows Pilots to practice Threat and Error management (TEM)

30. Flight Deck Automation

31. Inadequate Pilot Knowledge
Understanding of flight director, autopilot, autothrottle/autothrust, and flight management system/computer:
Knowledge of systems and limitations
Operating procedures
Need for confirmation and crosscheck
Mode transitions and behavior
Crew Resource Management
Unusual attitude recognition and recovery, including high altitude
Speed and energy management
Operations into uncontrolled airspace and airfields

32. Operational Experience
Pilots often mitigate operational risk – and we appropriately rely on that
Vulnerability areas:
Autoflight mode confusion
Flight management system programming and use
Manual handling
Crew communication
Task management, including managing distractions
Managing malfunctions

33. Flight Path Management
Regulatory requirements focus on performing discrete maneuvers instead of operational tasks
Many programs don’t train pilots how to use the automated systems to help fly the airplane
Few programs explicitly address managing off-path deviations

34. Vulnerability Areas related to Automated Systems
Pilots sometimes abdicate too much
responsibility to automated systems
Why?
Perceived lack of trust in pilot performance by operators
Policies that encourage use of automated systems over manual operations
Insufficient training/experience/judgment
Result: pilots may not be prepared to handle non-routine situations

35. Vulnerability Areas related to Automated Systems
Mode confusion
Pilot bias to use information from automated
systems instead of other sources
Perception that automating a task in equipment
design will eliminate pilot error
Information automation (e.g., moving map
displays) has provided significant safety
contributions but may have disadvantages
depending on implementation and use
Future: increase in information automation may
introduce additional vulnerabilities

36. Findings - Notes Many different types of automated systems
Automated systems have significantly contributed to safety and efficiency
Some issues may not be because the systems are automated
Complexity can contribute to vulnerabilities
Tasks
Interrelationships between onboard systems (and their interfaces)
Integration into the airspace

37. Opportunities for Improvement
Develop Airmanship training
Partial system failures
Transition between manual and
automated flight
Train for the unknown
More “no-jeopardy” training
Prevention
Startle/surprise

38. Advanced Qualification Program

39. Advanced Qualification Program
AQP – Voluntary Safety Program
Continuous Improvement Process
Safety Management System (SMS)
Safety Culture
Workload
Data Analysis
Task Analysis
Scenario Development
Challenge to Keep AQP Program Fresh and Relevant

41. Advanced Qualification Program
Preamble SFAR 58 – October 2, 1990
“Allows a certificate holder to establish an AQP with training curriculums that depart from current requirements and take advantage of the most advanced training techniques….”
Preamble AQP Rule – Subpart Y September 16, 2005
“Based on a documented analysis of operational requirements, a certificate holder under AQP may propose to depart from traditional practices with respect to what, how, when, and where training and testing is conducted.”

42. AQP NPRM Preamble AQP NPRM – subpart Y March 30, 2005
AQP offers several long-range advantages:
Flexibility to tailor training and certification activities to a carrier’s particular needs and operational circumstances.
AQP encourages innovation in developing training strategies. It includes wide latitude in choice of training methods and media…
Approved means for the applicant to replace FAA mandated uniform qualification standards with carrier-proposed alternatives…

43. Paradigm Shift – Risk Management
Safety Management System (SMS)
Measuring, mitigating and managing risk, not just safety events.
Process definition of safety to accompany product definition...beyond regulatory compliance.
Regulations as risk controls.
Voluntary Safety Programs (VSP)
Incentives
Trust
Information Protection

44. AQP & Safety Fully Integrates Continuous Improvement Process
Crew Resource Management (CRM)
Threat & Error Management (TEM)
Continuous Improvement Process
Navigation Errors (Training Procedure)
Low Visibility Takeoff (Training Policy)
Go-Arounds (More Practice)

45. Using AQP for Pilot Education

46. Using AQP for Pilot Education
Scenario-based Training
Integrate the use of CRM skills throughout training
Threat and Error Management
Instead of only providing scripted training on discrete maneuvers, leverage technology and safety data to also provide
Unscripted training, to include surprise
Training for the unknown
Practice of difficult and crisis situations
Flight Deck Resource Management Skills

47. Using AQP for Pilot Education
Train like you Fly -> Fly like you Train
Airmanship
Surprise / Startle
Train for the Unknown
Train Flightpath / Energy Management
Continuous Improvement Process
Develop a Training Management System

48. Some Airmanship Questions
How well does the training system develop airmanship skills?
How do we evaluate Airmanship in “Checking” events?
How do we identify pilots who have airmanship deficiencies and what help is available to them to help improve their airmanship qualities?

49. CURRENCY DOES NOT EQUATE TO PROFICIENCY
Factors that affect pilot proficiency are very complex - simply maintaining landing currency on an airplane does not necessarily maintain a pilot’s overall proficiency.
On highly automated aircraft, a pilot’s proficiency is defined not only by how well the pilot manipulates the controls, but also by how well the pilot interfaces with the automation in the role as both the pilot flying (PF) and the pilot-monitoring (PM).

50. CONCEPT OF CURRENCY RE-DEFINED
The proficiency and experience gained in performing PM duties on highly automated aircraft has a direct positive correlation on a pilot’s proficiency in performing PF duties.
Currency should be re-defined to reflect proficiency of both PF and PM duties.
PM duties be included in the currency requirements

51. Selecting the Right Training Device*
Keep training objectives at the center of the decision
Some devices may be more effective than others at teaching certain tasks, and therefore matching the right training tool to the right training objective will be key
* Courtesy Research Integrations – “Flight Crew Training for NextGen Automation”
2011 Report by Research Integrations on “Flight Crew Training for NextGen Automation” states:
Keep the objectives of training at the center of the decision about which training tools and devices to use.
Some devices may be more effective than others at teaching certain tasks, and therefore matching the right training tool to the right training objective will be a key consideration.

52. Employing Improved Technology
Pilot training
But just as important
Training managers
Instructor pilots
Training program
All must understand the training objectives, tools, platforms and methodologies used

53. Training
Pilots must be trained well above the minimum acceptable proficiency level to allow for proficiency stagnation and loss.
Proficiency loss is inevitable, especially when practice opportunities are few.
A pilot who is initially trained to a higher level will cope with proficiency loss better than those trained to the minimum level.

54. Practice
What training is done to prepare the pilot(s) for taking over from Autopilot?
What recent experience did they have “hand-flying” the airplane at high altitude with turbulence?
Lack of discussion on failure modes of systems or of crew training requirements to handle these failures.
Multiple Failures

55. Training
A pilot trained to the minimum proficiency level will fall below the minimum acceptable safe level when their proficiency declines.

56. Contact Information
Captain Dave McKenney
Director, Pilot Training Programs
Air Line Pilots Association, Int’l