1. 2-10th Aviation Regiment NRCM Flight Instructor Training Program

2. AGENDA Purpose Inventory of materials Time schedule Training to be conducted Written evaluation Flight evaluation

3. PURPOSE To provide academic training to current and hopeful NRCM Flight Instructors so that they may effectively train and evaluate NRCM’s in their designated aircraft or aircraft missions per the ATM.

4. INVENTORY OF MATERIALS AR 95-1 Flight Regulations AR 600-106 Flying Status for Nonrated Army Personnel TC 1-210 Commander’s Guide to Standardization TC 1-211 UH-1 Aircrew Training Manual TC 1-212 UH-60 Aircrew Training Manual 2-10 Aviation Regiment Standardization SOP Student Handouts

5. TIME SCHEDULE 30 Mar 98 - 1 Apr 98 1300 - 1600 hrs 2-10 Aviation Regiment Battalion Classroom

6. TRAINING TO BE CONDUCTED The Aviation Standardization Program Aircrew Training Programs Forms and Records Fundamentals of Instruction Written Evaluation Flight Evaluation

7. THE AVIATION STANDARDIZATION PROGRAM Designed to ensure a high degree of efficiency in accomplishing the combat mission of the aviation force. This is achieved by command supervision, employment of standard aviation tasks, use of standard publications, and maintenance of a disciplined aircrew force by administration of frequent tests and evaluations.

8. THE AVIATION STANDARDIZATION PROGRAM –Implement standardization policies and procedures –Designate evaluators, instructors, examiners, and trainers in support of installation standardization committees. –Ensure that required training, tests, and flight evaluations are completed. –Review and approve policies of standardization programs. To administer the program the commander will: This means one thing - The commander makes all decisions pertaining to the standardization program.

9. THE AIRCREW TRAINING PROGRAM The Aircrew Training Program (ATP) consists of qualification, refresher, mission, and continuation training. The goal of the program is to develop mission-ready aviation units. The ATP applies to all NRCM’s in designated flying positions. It also applies to noncrewmembers (NCM) who perform crewmember duties per AR 600-106.

10. THE ATP TRAINING YEAR The ATP training year is divided into two semi-annual training periods. The first training period begins the first day following the end of the birth month and continues for six months. The second training period begins the first day of the seventh month and continues through the end of the birth month. For example, the first training period for a NRCM born on 15 April begins 1 May and ends 31 October. The second training period begins 1 November and ends 30 April.

11. COMMANDER’S EVALUATION The purpose of the commander’s evaluation is to determine the initial Readiness Level (RL) of newly assigned crewmembers. The CDR or his designated representative will complete the evaluation within 45 calendar days after the NRCM signs into the unit or after the effective date of his flying status orders, whichever occurs last. This evaluation consists of a records review and possibly a proficiency flight evaluation.

12. RECORDS REVIEW The CDR or his designated representative will review the NRCM’s IATF and IFRF. They will compare the qualification’s of the NRCM with the tasks required by the assigned duty position. If the appropriate RL can be determined from the review, the CDR will document the RL on the individual’s DA Form 7122-R.

13. PROFICIENCY FLIGHT EVALUATION If the initial RL cannot be determined by the records review, or if the CDR desires, the crew member will undergo a PFE. The PFE should include tasks from each flight mode in which the NRCM can expect to perform duties. The results of the PFE will determine the NRCM’s RL. The CDR will document the RL on the NRCM’s DA Form 7122-R. A NRCM’s initial NVG RL will be determined per TC 1-210, Chapter 4, at a time set by the CDR.

14. PROFICIENCY FLIGHT EVALUATION PFE’s can be administered at times other than during the CDR’s evaluation. Those times are: At the discretion of the CDR. At the direction of DA. To determine a NRCM’s proficiency and/or currency. PFE’s are conducted by an IP,SP, IE, ME, FI, or SI per the appropriate ATM/ATP.

15. PROFICIENCY FLIGHT EVALUATION After determining the appropriate RL, the CDR will direct qualification, refresher, mission, or continuation training for the NRCM as applicable. If recommended by the evaluator, NRCM’s may credit the flight tasks satisfactorily completed on the PFE toward completion of their RL training requirements.

16. CURRENCY To be considered NVG current the NRCM must participate every 60 days in a one hour flight at night in the aircraft while wearing NVG’s and performing crew duties. A NRCM whose currency has lapsed will be given a PFE by an IP, SP, FI, or SI to reestablish currency. To be considered current in the aircraft the NRCM must have flown in the aircraft at least once in the preceding 90 days.

17. READINESS LEVELS Readiness levels identify the training phase in which NRCM’s are participating and measure NRCM readiness. They provide a logical progression of individual training based on task and mission proficiency. In some cases, crew members may have more than one RL. For example, NRCM who are RL 1 for aircraft continuation training, and RL 3 for NVG refresher training.

18. READINESS LEVEL 3 NRCM’s are designated RL3 while undergoing qualification or refresher training. NRCM’s progress from RL3 by demonstrating proficiency in all base tasks to an IP, SP, FI, or SI. A NRCM who has not flown in 180 days must be designated RL3 for refresher training. NRCM’s undergoing RL3 training must fly with an IP, SP, FI, or SI. Trainers who are evaluating NRCM’s must be at a station without access to the flight controls.

19. READINESS LEVEL 2 NRCM’s are designated RL2 while undergoing mission/additional task training NRCM’s progress from RL2 by demonstrating proficiency in all those tasks to an IP, SP, FI, or SI. 2000 series tasks = mission tasks 3000 series tasks= additional tasks

20. READINESS LEVEL 1 NRCM’s are designated RL1 when they are considered mission ready and undergoing continuation training. Once designated RL1 NRCM’s must complete the minimum flying hours listed in Chapter 5 of the ATM. They also must perform those tasks designated by the CDR. NRCM’s must also maintain RL1 training minimums. The exeptions are when those minimums are prorated or they are being processed for failing to complete task and hour requirements NRCM’s must complete a local area orientation before progressing to RL1.

21. LOCAL AREA ORIENTATION Completed prior to progression to RL1. Divided into four general areas: aircrew information reading file, airfield operations and procedures, airfield layout and facilities, and local area orientation flight. Local area orientation procedures are outlined in TC 1-210, para. 3-5(b) (page 3-8)

22. READINESS LEVEL PROGRESSION NRCM’s have 90 consecutive days to progress from one RL to the next. This excludes days lost because of: TDY Leave approved by the unit commander Medical or non-medical suspension from flight Grounding of aircraft by Headquarters, Department of the Army

23. READINESS LEVEL PROGRESSION If the exclusion period exceeds 45 consecutive days, NRCM’s must restart their current RL progression. They will then have another 90 consecutive days to progress to the next RL. NRCM’s may progress to the next RL in less time than prescribed above. During RL progression, NRCM’s must demonstrate proficiency in each mode of flight (day, night, and NVG) required by the ATM and CTL for each task.

24. READINESS LEVEL PROGRESSION If a NRCM is reclassified to RL2 or RL3 because of a flight deficiency, they need to demonstrate proficiency in only the tasks that were graded unsatisfactory. When a NRCM has not progressed to the next RL within the time specified, the CDR will take action per AR 95-1, para. 4-10.

25. FAILURE TO MEET ATP REQUIREMENTS When ATP requirements are not met the CDR will investigate. After investigation the CDR will- Authorize the NRCM up to a 30 day extension to complete the requirements. Request a waiver of requirements per AR 95-1, para 4-2. Enter restrictions imposed and extensions granted in the NRCM’s IATF.

26. FAILURE TO MEET ATP REQUIREMENTS If additional time or waiver is not granted, or if the requirements are not met in the authorized period, the CDR will - Terminate flying status orders of NRCM per AR 600-106.

27. FLYING HOUR PRORATION Prorate flying hour minimums for a NRCM when they are newly designated RL1. The minimums will be one-sixth of semiannual requirements and/or one-twelfth of annual requirements for each full month remaining in the training period. For example, birthmonth is March. NRCM progresses to RL1 on 3 February. They only have one month of flying hour minimums to get for that period.

28. HAVE MINIMUMS BEEN MET? At the end of the training period, determine if the NRCM’s minimums have been met. Reduce minimums by one month for each thirty days the NRCM was unable to fly for the following reasons. Add the total number of days lost because of - TDY Medical suspension Non-medical suspension

29. HAVE MINIMUMS BEEN MET? Days in different categories may be added together for thirty day totals. Concurrent days (for example, simultaneous medical suspension and TDY) will not be added together. If it is determined that flying hour minimums or task requirements have not been met process the NRCM IAW AR 95-1 as discussed earlier.

30. TASK AND ITERATION PRORATION During the training year each RL1 NRCM must complete at least one iteration of each task on their Commander’s Task List (CTL) in each of the modes indicated. The CDR may increase or decrease these requirements as training and proficiency requirements dictate.

31. TASK AND ITERATION PRORATION Adjust these requirements if a NRCM is initially designated RL1 as follows: If more than 6 months remain in the training year, the NRCM must complete at least on iteration of each task in each of the modes indicated on the CTL. The CDR may increase this requirement. If less than 6 months remain in the training year, the NRCM will have no task and iteration unless specified by the CDR.

32. APART The APART measures a NRCM’s proficiency and readiness. It consists of a written examination and hands-on performance tests. RL1 NRCM’s must pass each portion of the APART during their APART period. The APART period is the 3 month period ending on the last day of the birth month. A NRCM designated RL1 anytime during this period must complete all APART requirements.

33. APART NRCM’s receive credit for the aircraft operator’s manual examination and hands on performance tests during RL training if they complete the tests within the 3 month period. Failure to complete the APART will be handled as discussed earlier.

34. -10 EXAM This open book examination is prepared at the local level and consists of 50 objective questions. The minimum passing score is 70 percent. The exam focuses on information the individual needs to know to perform crew duties. It covers aircraft systems and the operation and servicing of the aircraft and mission equipment. The CDR may reduce the number of questions to no less than 25.

35. STANDARDIZATION EVALUATION This evaluation is conducted IAW TC 1-212. Tasks identified by an “X” in the standardization column of Figure 5-2 of the ATM must be evaluated. Other tasks to be evaluated are designated by the CDR either in the unit SOP or listed on the CTL. A task that is evaluated satisfactorily in a more demanding mode will count as satisfactory for the less demanding mode.

36. NVG ANNUAL EVALUATION This evaluation is conducted IAW TC 1-212. Tasks identified by an “X” in the NVG column of Figure 5-2 of the ATM must be evaluated. Other tasks to be evaluated are designated by the CDR either in the unit SOP or listed on the CTL. This evaluation is an annual evaluation that is normally aligned with the APART period for ease and is not part of the APART.

37. NRCM FLIGHT TRAINING NRCM flight training is divided into qualification, refresher, mission, and continuation training.

38. INITIAL QUALIFICATION Initial qualification training for NRCM’s is conducted at the unit per TC 1-212, applicable regulations, and the CDR’s ATP. These NRCM’s must complete academic and flight training and pass the required written examination within 90 consecutive days. NRCM’s are designated RL3 while undergoing initial aircraft qualification training.

39. QUALIFICATION ACADEMIC TRAINING The NRCM must receive sufficient instruction to be knowledgeable in the subjects listed in TC 1-212, Figure 2-1. When possible, the academic training should be completed before the corresponding flight training. These subjects may be presented in any order.

40. QUALIFICATION ACADEMIC TRAINING A 50 question written examination on the above subjects must be passed with at least a 70 percent score. This test applies to the CE only. The CDR may develop a test for NCM’s, but the tests must be MOS specific.

41. QUALIFICATION ACADEMIC TRAINING Figure 2-1, TC 1-212, Academic subjects for NRCM’s

42. QUALIFICATION FLIGHT TRAINING NRCM’s will be trained to the standards in Chapter 6, TC 1-212 for all tasks in Figure 5-2. Night tasks required for initial qualification are identified by an “X” in the night column of the same figure. The CDR may reduce the total flight time shown based on a recommendation from an IP, SP, FI, or SI.

43. QUALIFICATION FLIGHT TRAINING a - These tasks are considered flight instruction even though flight time is not logged. b - One hour will be at night. Figure 2-2, TC 1-212, Qualification flight training for NRCM’s

44. QUALIFICATION FLIGHT TRAINING Figure 5-2, TC 1-212, NRCM base task list

45. REFRESHER TRAINING The refresher training program is designed for RL3 NRCM’s. It enables them to regain proficiency in all base tasks. Refresher training is required when the NRCM has not flown for more than 180 days. Like initial qualification, refresher training consists of academic and flight training with a few minor differences.

46. REFRESHER ACADEMIC TRAINING Figure 3-3, TC 1-212, is a guide for developing a refresher academic training program for NRCM’s. The CDR should tailor refresher academic training to fit the specific needs of each NRCM.

47. REFRESHER ACADEMIC TRAINING Figure 3-3, TC 1-212, Refresher academic training guide for NRCM

48. REFRESHER FLIGHT TRAINING Figure 3- 4, TC 1-212, is a guide for developing a refresher flight training program for NRCM’s. Unaided night flight task requirements are listed in Figure 5-2, TC 1-212, and are indicated by an “X” in the night column. NRCM’s are designates RL3 while undergoing refresher training.

49. REFRESHER FLIGHT TRAINING Figure 3-4, TC 1-212, Refresher flight training guide for NRCM’s

50. REFRESHER FLIGHT TRAINING Figure 5-2, TC 1-212, NRCM base task list

51. MISSION TRAINING Mission training develops the NRCM’s ability to perform specific mission/additional tasks selected by the CDR to support the unit’s METL. Beside the requirements in Chapter 4, TC 1-212, voice intercept operators and flight medics must refer to the appropriate appendix of the ATM for additional requirements NRCM’s are designated RL2 while undergoing mission training.

52. MISSION TRAINING The NRCM must receive sufficient academic training to make them knowledgeable on the unit’s mission, local SOP’s and TACSOP’s, and how to complete these missions. There is no minimum flight time to receive to complete mission training (excluding NVG mission training). How long does a NRCM have to complete mission training?

53. MISSION TRAINING 1 Failure to complete task during progression restricts NRCM’s from performing task(s) until evaluated satisfactory by an IP/SP/SI/FI.

54. MISSION TRAINING (ERFS) The minimum mission training requirements for ERFS qualification are as indicated in Figures 4-1 and 4-2, TC 1-212. The ERFS Exportable Training Packet (ETP) outlines procedures that will be used for initial ERFS qualification.

55. MISSION TRAINING (ERFS) ACADEMICS Figure 4-1, TC 1-212, ERFS academic training for NRCM’s

56. MISSION TRAINING (ERFS) FLIGHT Figure 4-2, TC 1-212, ERFS initial flight training for NRCM’s

57. CONTINUATION TRAINING Continuation training is conducted by RL1 NRCM’s to accomplish unit missions and sustain individual proficiency. Semiannual Aircraft Flying-Hour Requirements: 24 hours in the aircraft while performing crew duties. 5 hours at night while performing crew duties and wearing NVG’s.

58. CONTINUATION TRAINING FI’s and SI’s may credit those hours they fly while performing assigned duties toward their semiannual flying-hour requirement. The CTL in the NRCM’s IATF specifies the tasks and modes they must perform. As a minimum, the NRCM must perform at least one iteration of each task, in each mode separately, as listed on the CTL.

59. NVG TRAINING Night flight has assumed an increasingly important role in Army aviation. Because the threat operates around the clock, aircrews must be able to conduct operations at night as well as during the day. Night vision devices enable Army aviation to operate around the clock. Chapter 4, TC 1-210, and TC 1-212 outline NVG training, criteria, and procedures.

60. NVG SEMI-ANNUAL PERIODS The CDR designates the NRCM’s three month NVG evaluation period on DA Form 7120-R-E. The NRCM’s NVG semi-annual training period begins the first day of the month following the end of the designated three month NVG evaluation period or the first day of the month following the end of the birthmonth. It continues for six months in either case. In 2-10 Avn. this period is aligned with the APART period.

61. INITIAL NVG QUALIFICATION Units will conduct initial NVG qualification for NRCM’s who have never flown with NVG’s NRCM’s must complete qualification training within 90 days. Within this 90 day period, they must complete training within 60 consecutive days. This 60 day period is a “sliding window” within the progression period. NRCM’s are designated RL3 for NVG purposes while undergoing initial NVG qualification training.

62. INITIAL NVG QUALIFICATION Unit IP’s, SP’s, FI’s, and SI’s will use the current USAAVNC NVG ETP to conduct academic training at other than centralized training bases. Trainer’s will delete aviator specific questions from written tests. They will add training material and questions pertaining to NRCM tasks, missions, and local operating procedures. If the current ETP does not include a test, units may produce it locally.

63. INITIAL NVG QUALIFICATION Before the first NVG training flight, NRCM’s must undergo a one-hour NVG training period at night in a static aircraft. As a minimum, they must receive training on egress procedures, NVG failure, and a blind cockpit drill or switch locations. The evaluator may apply this period and the NVG flight evaluation, if applicable, toward the 5.5 hour flight minimum required for NVG qualification.

64. INITIAL NVG QUALIFICATION Training shown in Figure 4-3, TC 1-210 and Figure 2-3, TC 1-212 must be completed for initial NVG qualification The flight evaluation may be a continual evaluation. It must be administered by a NVG IP, SP, FI, or SI. The total time, including the hours spent in the static aircraft, may be reduced to no less than 5.5 hours based on the instructor’s recommendation to the CDR concerning the NRCM’s proficiency.

65. INITIAL NVG QUALIFICATION Figure 2-3, TC 1-212, Flight tasks for initial NVG qualification.

66. INITIAL NVG QUALIFICATION Figure 4-3, TC 1-210, NRCM NVG qualification and mission training.

67. NVG AIRCRAFT QUALIFICATION NRCM’s must be NVG qualified in each aircraft in which they perform NVG duties. If a NRCM is NVG qualified in another aircraft (i.e. CH-47), they need to become NVG qualified in the UH-60.

68. NVG AIRCRAFT QUALIFICATION NRCM’s must complete NVG aircraft qualification training within 90 days. Within this 90 day period, they must complete training within 60 consecutive days. This 60 day period is a “sliding window” within the progression period. NRCM’s are designated RL3 for NVG purposes while undergoing NVG aircraft qualification training. The NRCM accomplishes this by completing the training outlined in Figure 4-3, TC 1-210. This training is essentially the same as initial qualification training.

69. NVG REFRESHER TRAINING NRCM’s must complete NVG refresher training within 90 days. Within this 90 day period, they must complete training within 60 consecutive days. This 60 day period is a “sliding window” within the progression period. NRCM’s are designated RL3 for NVG purposes while undergoing NVG refresher training. NRCM’s must undergo NVG refresher training if they have not completed a one-hour NVG flight during the previous 180 days.

70. NVG REFRESHER TRAINING Trainers should use the training recommended in Figure 4-3, TC 1-210, as a guide. The training will include academic instruction and a minimum of 3 hours of flight training. CDR’s will determine the amount and type of training required. According to Para. 3-2, TC 1-212, the NRCM must complete the flight tasks in Figure 2-3, TC 1-212 for refresher training.

71. NVG MISSION TRAINING CDR’s typically designate a NRCM RL2 for NVG purposes after the NRCM completes RL3 training. They may also designate the NRCM RL2 after a records check or a PFE. Once this happens, the NRCM begins NVG mission training. Proficiency in mission/additional related tasks, such as external loads, is the goal of NVG mission training.

72. NVG MISSION TRAINING As shown in Figure 4-3, TC 1-210, three flight hours should be enough time to accomplish command directed tasks. Prior to beginning NVG mission training, the NRCM must be NVG current. NRCM’s must complete NVG mission training in 90 consecutive days.

73. NVG MISSION TRAINING A NRCM who has completed NVG mission training may not need additional mission training when transitioning to the same type of aircraft with the same type of mission. For example, a NRCM coming from a UH-1 unit would not require additional NVG mission training. If mission tasks were not trained in the previous aircraft, the NRCM must receive training on those tasks.

74. NVG MISSION TRAINING NVG mission training may be conducted concurrently with NVG qualification training. CDR’s will select mission/additional training tasks that reflect their unit’s mission requirements. Upon completion of NVG mission training, the NRCM must pass an NVG evaluation. This evaluation may be a continuous evaluation.

75. NVG MISSION TRAINING 1 Failure to complete task during progression restricts NRCM’s from performing task(s) until evaluated satisfactory by an IP/SP/SI/FI.

76. NVG CONTINUATION TRAINING All NRCM’s begin NVG continuation training after completing qualification or refresher training and any required mission training. CDR’s may designate NRCM’s NVG RL1 if the records indicate that the NRCM was previously mission trained. The records must also show that the NRCM has demonstrated proficiency in those tasks designated by the gaining unit CDR. The NRCM must also be NVG current to be designated NVG RL1 on a records check alone.

77. NVG CONTINUATION TRAINING Minimum annual task and iteration requirements are at least one iteration of all tasks listed in Figure 5-2, TC 1-212, with an “X” in the NVG column and any mission/additional tasks as directed by the CDR on the NRCM’s CTL. Minimum NVG semi-annual flying-hour requirements are 5 hours at night in the aircraft while wearing NVG’s and performing crew duties.

79. AIRCREW TRAINING PROGRAM FORMS AND RECORDS

80. ATP RECORDS The ATP records system provide CDR’s a complete and continuous performance record on each NRCM in the unit at a given time. Eight separate forms are used to administer the ATP. The forms may be completed by hand using dark blue or black ink, by typewriter, or by computer.

81. ATP RECORDS The importance of these records to the CDR as quality control and standardization tools cannot be overstated. They must be filled out carefully, completely, legibly, and accurately. Blank copies of the necessary forms are provided in the back of TC 1-210. It is authorized to make copies of the forms for use provided the content of the form remains unchanged. Examples of completed forms are provided in Chapter 3, TC 1-210. They may not cover every possible situation. Use the Remarks section of the forms to explain situations not clearly covered by the written guidelines.

82. INDIVIDUAL AIRCREW TRAINING FOLDER CDR’s must ensure that an IATF is prepared and maintained for each NRCM in a designated flying position. Units will maintain the IATF as follows: DA Form 3515 (Individual Flight Records Folder) will be used. It is prepared by modifying the words “flight records” on the front cover to read “aircrew training”.

83. INDIVIDUAL AIRCREW TRAINING FOLDER

84. DA FORM 7120-R-E CDR’s use DA Form 7120-R-E and DA Forms 7120-1-R-E, 7120-2-R-E, and 7120-3-R-E to inform NRCM’s of their ATP flying hour, task, and evaluation requirements. They also use these forms to designate the NRCM’s authorized duties/stations and to manage the ATP. CDR’s may amend the DA Form 7120-R-E and associated enclosures throughout the NRCM’s training year. They must however initial and date all changes to the form and its enclosures to certify their approval.

85. DA FORM 7120-R-E Units will initiate a new DA Form 7120-R-E when -- The NRCM is integrated into a new ATP. The NRCM begins a new ATP training year. Amendment of the existing DA Form 7120-R-E is impractical. If a change in CDR’s occurs during the ATP year, the existing DA Form 7120-R-E remains in effect until a new form is initiated.

86. DA FORM 7120-R-E Completing the DA Form 7120-R-E

87. DA FORM 7120-R-E Note: If the NRCM’s authorized flight duties/stations change during the ATP training year, enter the change in Part II of the DA Form 7120-R-E and explain it in the Remarks column. If more space is needed, use the Remarks section of DA Form 7120-3-R-E. Note: If the NRCM’s flying hour requirements change during their ATP training year, enter the change in Part III of DA Form 7120-R-E and explain it in the Remarks column. If more space is needed, use the Remarks section of DA Form 7120-3-R-E. Note: If the NRCM’s evaluation requirements change during the ATP training year, enter the change in Part IV of DA Form 7120-R-E and explain it in the Remarks/Date Completed column. The dates that the evaluations were completed may also be annotated in this column. If more space is needed, use the Remarks section of DA Form 7120-3-R-E.

88. DA FORM 7120-1-R-E DA Form 7120-1-R-E details the base, mission, and additional task performance and evaluation requirements for each NRCM, therefore CDR’s must ensure that all mandatory requirements for the NRCM are included.

89. DA FORM 7120-1-R-E Completing the DA Form 7120-1-R-E

90. DA FORM 7120-1-R-E Note: If the NRCM’s task performance or evaluation requirements change during the ATP training year, enter the change on DA Form 7120-1-R-E and explain it in the Remarks column. If more space is needed, use the Remarks section on DA Form 7120-3-R-E.

91. DA FORM 7120-2-R-E The DA Form 7120-2-R-E is used to continue the task list from DA Form 7120-1-R-E. Fill out this form the same as the DA Form 7120-1-R-E. The DA Form 7120-2-R-E’s use is optional.

92. DA FORM 7120-3-R-E The DA Form 7120-3-R-E is generally the last page of the CTL. It is used to enter pertinent remarks or any additional requirements such as environmental training. At the end of the ATP training year, NRCM’s must certify that they have or have not completed their ATP requirements. Have the NRCM sign and date the form.

93. DA FORM 7122-R The DA Form 7122-R is used to permanently record all individual evaluations and summaries of DA Form 4507-R. It is also used to record any change in NRCM status or other significant events as described later. You can refer to Page 3-30 thru Page 3-39 for examples of how to fill out the DA Form 7122-R.

94. DA FORM 7122-R Type all entries or clearly print them in black or dark blue ink (preferably with a fine point pen). For blocks that do not require an entry, enter any commonly understood letters or symbols; for example, NA or dash (-). To make minor corrections, use white out or line through the incorrect information and add the correct information. Keep the entries as clear and concise as possible. Use standard abbreviations and acronyms. Every possible event or occurrence cannot be anticipated. If situations arise that are not covered by these instructions, use sound judgment and enter the event in the most logical manner.

95. DA FORM 7122-R Completing the DA Form 7122-R

96. DA FORM 7122-R Unit assignments and reassignments. Placement on or removal from flight status, to include NVG designated status. Change of duty position or FAC. Change in NVG designated status. Start of time limited training programs. (These programs include but are not limited to, RL progressions, NVG mission training, and aircraft qualification.) Significant events must be recorded. Enter a short description of the event. The following are defined as events and must be recorded accurately and timely.

97. DA FORM 7122-R Completion of training programs that involve more than one flight or training period. (Summarize the event on one line. After recording the event remove all gradeslips pertaining to the training program from the IATF). Start and completion of DA qualification courses. Completion of significant training or retraining programs, to include crew coordination, environmental qualification, ASET, and ejection seat currency. All evaluations to include those for FI, SI, and APART. Completion of aircraft operator’s manual examination. Designation or removal of alternate or additional aircraft.

98. DA FORM 7122-R All proficiency flight, oral, or written evaluations. (Specify the type of evaluation; for example a no-notice evaluation, the flight portion of a CDR’s evaluation, or an aircraft, or NVG currency evaluation. Completion of all APART requirements. (This is an administrative entry for clarity). Medical suspensions (30 days or longer) and the return to full flying duty. Any nonmedical suspensions and their disposition. All requests for waivers or extensions and their disposition. Involvement in any Class A, B, C, or D accident or incident and the results of any post-accident evaluation (if given).

99. DA FORM 7122-R Completion of the flying duty medical evaluation (FDME) on receipt of DA Form 4186 (Medical Recommendation for Flying Duty). Receipt of any safety and Broken Wing awards. Completion of gunnery training on the tasks in FM 1-140, Table V and as required Table VIII. Completion of annual ASET II requirements. UH-60 ESSS/ERFS qualification (2-10 Avn. SOP) APU operator validation (2-10 Avn. SOP) Aircrew coordination training completion (2-10 Avn. SOP) Mission task qualifications (SPIES, rappelling, etc.)(2-10 Avn. SOP) Initial blowing snow qualification, annual snow academic training, and flight validations (2-10 Avn. SOP)

100. DA FORM 7122-R Do not record as event flights conducted solely to accomplish task, iteration, flying-hour, or MOPP requirements. Do not record completion of gunnery training except as specified above. Do not record attendance at recurring briefings such as safety meetings and weather briefings. Do not record participation in ARTEP exercises, EDRE’s, or other unit-level exercises.

101. DA FORM 7122-R Crewmember initials D, N, NG, NS, W, H, and Sim. For the event being recorded, enter the time flown in hours and tenths of hours, under the appropriate flight modes/conditions. The flight time entered will be the time flown on any single event or the total hours flown in multi-flight training programs. NRCM’s will initial this block to show that they are aware of the entry on the form and any remarks. Their initials signify that they have been advised of and understand any changes in status. NRCM’s must initial any entry resulting in a change of status such as an unsatisfactory evaluation or a RL progression. They will initial routine entries such as assignment to the unit as soon as practical.

102. DA FORM 7122-R If the CDR has certified another document for the event and the entry on the DA Form 7122-R is a summary of the event, the CDR does not need to sign the DA Form 7122-R. Also events that produce a new or revised CTL do not require the CDR’s signature on DA Form 7122-R. Remarks Certain events on the DA Form 7122-R require the CDR’s approval and signature. These events are nonmedical suspensions, flight (or other proficiency) suspensions, the NRCM’s return to duty after these two events, and extensions or waivers. In addition the 2-10 Avn. Regt. Standardization SOP requires the CDR to approve a few more events. They are initial assignment to the unit, all RL progressions, and all crew designations (OR, CE, FI, or SI).

103. DA FORM 4507-R The DA Form 4507-R is not for use as permanent record of a single flight such as a no-notice evaluation. These flights are recorded on the DA Form 7122-R as discussed earlier. This form along with the maneuver/procedure grade slip, is for use with training programs that require a series of flights. These programs include but are not limited to RL progressions, NVG qualification or refresher training, and aircraft qualifications.

104. DA FORM 4507-R The data on the grade slip is then summarized and entered on the DA Form 7122-R and the grade slip will be removed from the IATF. The DA Form 4507-R is a temporary document. Units will maintain this grade slip on the right side of the IATF until the training program is completed or terminated.

105. DA FORM 4507-R Completing the DA Form 4507-R

106. DA FORM 4507-1-R-E This form is used to list the tasks required for the training program underway. To save time in preparing the DA Form 4507-1-R-E for specific training programs, units may list on the form all base and mission tasks in the applicable ATM and those additional tasks designated by the CDR.

107. DA FORM 4507-1-R-E Completing the DA Form 4507-1-R-E

108. DA FORM 4507-2-R-E The DA Form 4507-2-R-E is used to continue comments from the back of DA Form 4507-R and from DA Form 4507-1-R. It consists of two pages and is identical for all Army aircraft or simulation devices. Fill out DA Form 4507-2-R-E using the same procedures for filling out DA Form 4507-R, Comments section.

110. FUNDEMENTALS OF INSTRUCTION

111. To be an effective instructor you must be able to relate to all personalities. What one NRCM responds to may not get the same response from every NRCM. The following slides cover some of the fundamentals and principles of being an effective instructor/evaluator.

112. DEFINITION OF LEARNING The ability to learn is one of humanity’s most outstanding characteristics. Learning occurs continuously throughout a person’s lifetime. To define learning, it is necessary to analyze what happens to the individual. As a result of a learning experience, an individual’s way of perceiving, thinking, feeling, and doing may change. Thus, learning can be defined as a change in behavior as a result of experience. Thus, learning can be defined as a change in behavior as a result of experience.

113. CHARACTERISTICS OF LEARNING Learning is purposeful –Each student sees the learning situation from a different viewpoint. –Students learn from any activity that tends to further their purposes. Learning comes through experience –All learning comes from individual experiences. –If students are to use sound judgement and solve problems well, they must have had learning experiences in which they have exercised judgement and applied their knowledge of general principles in their solving of realistic problems.

114. CHARACTERISTICS OF LEARNING Learning is multifaceted –While learning the subject at hand, the student may be learning other things as well. –A NRCM, while leaning to maintain airspace surveillance, may be learning aircrew coordination principles at the same time. Learning is an active process –For the students to learn, they must react and respond outwardly, inwardly, emotionally, or intellectually. For it learning is a process of changing behavior, clearly that process must be an active one.

115. LAWS OF LEARNING Law of readiness –People learn best when they are ready to learn. –If students have a strong purpose, a clear objective, and a well defined reason for learning something, they make more progress than if they lack motivation Law of exercise –Students learn by applying what they have been told and shown. –Students do not learn to perform a flight maneuver during one instructional flight. Those things most often repeated are best remembered.

116. LAWS OF LEARNING Law of effect –Learning is strengthened when accompanied by a pleasant or satisfying feeling, and weakened when associated with an unpleasant feeling. –Whatever the learning situation, it should contain elements that affect the student in a positive way. Law of primacy –Primacy, the state of being first, often creates a strong, almost unshakable, impression; therefore, what is taught must be taught right the first time. –The first learning experience should be positive and lay the foundation for all that is to follow.

117. LAWS OF LEARNING Law of intensity –A vivid, dramatic, or exciting learning experience teaches more than a routine or boring experience. –In contrast to flight instruction, the classroom limitations on the amount of realism that can be brought into the training. The instructor should use imagination and approach reality as closely as possible. Law of recency –Things most recently learned are best remembered. –The instructor repeats, restates, or reemphasizes important matters at the end of a lesson to make sure the student remembers them.

118. PERCEPTIONS Perceptions are how people learn. Perception begins with bits of information reaching the brain by any one or a combination of our senses. We use our senses to learn in the following manner: 75% sight, 13% sound, 6% touch, 3% smell, and 3% taste. The more senses we use, the more intense and complete the learning experience will be.

119. FACTORS AFFECTING PERCEPTIONS “Mother Nature” provides us with built-in devices of physical reaction such as blinking at an arc welder, flinching at an electric shock, etc. We also have psychological devices that affect our interpretation of basic perceptions. This is seen most often in the different viewpoints taken by two people observing the same thing.

120. FACTORS AFFECTING PERCEPTIONS Physical organism –This is the way you perceive the world. –A person who distorts reality will find the bad in all and not have a pleasant learning experience. Man’s basic needs –The most pressing fundamental need is to preserve and perpetuate his organized self. –The individual’s perceptual devices will be very receptive to information which can affect their well-being.

121. FACTORS AFFECTING PERCEPTIONS Goals and values –People pursue those things which are highly valued; they do not seek out those things considered unimportant. –The instructor who knows the general makeup of the student’s outlook on life can predict how the student will react to the instruction. Time and opportunity –Learning some things must be based on earlier perceptions and will require time to relate to the new. –Instruction should be arranged so that the student can achieve the most perceptions in the least possible time.

122. FACTORS AFFECTING PERCEPTIONS Element of threat –Fear adversely affects a student’s perception by narrowing the perceptual field. –Normal student reaction to a threat is to focus all perceptual faculties on the thing generating the threat. Self concept –The student pictures themselves as confident, fast learning, or insecure. Experiences which support the self-concept will make them more receptive to instruction. –If experiences tend to destroy the self-image, they may reject additional training. They may lack confidence in themselves.

123. MOTIVATION Motivation is a drive or force which causes sustained activity. It consists of a desire, a goal, and an activity stemming from the desire and directed toward the goal. We have seen that the student’s activity is what causes them to learn. Therefore, we must motivate the student in order to maximize and sustain the student’s effort. Thus, motivation is the most dominant force which affects a student’s progress and ability to learn. Thus, motivation is the most dominant force which affects a student’s progress and ability to learn.

124. POSITIVE MOTIVATION Advantages of positive motivation –Obtained by appealing to a person’s intelligence. –Promises reward - more desirable. –Lasts longer

125. NEGATIVE MOTIVATION Disadvantages of negative motivation –Poses threat –Obtained by coercion –Causes a great deal of activity for a short time

126. LEVELS OF LEARNING Rote –The lowest level of learning. –The ability to repeat something which one has been taught without understanding or being able to apply. Understanding –Progressively higher level of learning. –Understanding what has been taught.

127. LEVELS OF LEARNING Application –One must achieve the skill to apply what one has learned. Correlation –The highest level of learning. –It is the ability to correlate what one has learned with other things previously learned or subsequently encountered.

128. LEARNING PLATEAU The expected learning pattern would be a continuous increase in knowledge or skill with each period of instruction. In most cases, however, it follows a somewhat different path. Graphs of the progress of skill learning usually follow the same pattern. There is rapid improvement in the early trials; then, the curve levels off and may stay level for significant periods of effort. Further improvement may seem unlikely. Such a development is a learning plateau and may signify any number of conditions.

129. LEARNING PLATEAU Learning plateau -- typical causes –Student may have reached capability levels. –Student may be consolidating level of skill. –Student’s interest may be waning. –Student may need a more efficient method for increasing progress. –Student may not be sufficiently challenged.

130. THEORIES OF FORGETTING AND RETENTION While the learning of a mechanical skill, such as taking a fuel sample, is often considered mainly demonstration and practice, memory plays an important role. The smartest person forgets more than they remember and about half of what they remember is inaccurate. Basically, all things which we use to aid in remembering, when taken away, will cause them to forget. An understanding of why people forget may help them remember. Several theories account for forgetting.

131. THEORIES OF FORGETTING Disuse –It has long been argued that a person forgets those things which they do not use. Interference –People forget a thing because a certain experience has overshadowed it or that the learning of similar things have interfered. Repression –Material that is unpleasant or produces anxiety may be unintentionally submerged into the unconscious mind.

132. PRINCIPLES OF REMEMBERING Praise stimulates remembering Recall is promoted by association Favorable attitudes aid retention Learning with all senses is most effective Meaningful repetition aids recall

133. CONTROL OF HUMAN BEHAVIOR The relationship between the instructor and the student has a profound impact on how much the student learns. The instructor’s control of the student’s needs, goals, and defense mechanisms used, are elements of human behavior and can be used to control that behavior.

134. HUMAN NEEDS Physical needs –Are at the broadest level of the pyramid of human needs. –Food, clothing, and shelter. Safety needs –Are protection against danger, threat, and deprivation. –Student behavior is influenced by them. Social needs –Have prime influence on their behavior only after physical and safety needs are satisfied.

135. HUMAN NEEDS Egoistic needs –Will usually have a direct influence on the student- instructor relationship. –Those that relate to one’s self-esteem and those that relate to one’s reputation are tow kinds. Self-fulfillment needs –Should offer the greatest challenge to the instructor. –It is considered the apex of the hierarchy of human needs.

136. DEFENSE MECHANISMS Rationalization –A subconscious technique for justifying actions that otherwise would be unacceptable. Flight –An escape from frustrating situations, physical or mental. Aggression –A vent to deal with anger and frustration. This may be against something or someone. Resignation –Takes place when an individual becomes so frustrated that they lose interest and give up.

137. TEACHING PROCESS The teaching process is broken down into four phases: Preparation Presentation Application Review and evaluation

138. TEACHING PROCESS Preparation –Organizing material -- most important step. –Development. Presentation –Introduction. –Subject area. –Conclusion. Application –This is up to the student. Review and evaluation –Used to determine effectiveness of instruction and plan for subsequent instruction.

139. TEACHING METHODS Lecture method –Uses primarily to introduce students to a new subject. Guided discussion method –Relies on the student’s ideas, experiences, opinions, and information. Demonstration-performance method –Lets the students learn by doing. Programmed instruction method –Lets students progress at own pace. This carries students step by step to the objective they are to obtain.

140. METHODS OF EVALUATION Oral quizzes –The most practical means of evaluation Written tests and quizzes –If a test is to be effective, it must have reliability, validity, usability, comprehensiveness, and discrimination. Performance tests –Desirable for evaluating training that involves an operation, a procedure, or a process. –Based on established standards. –Suited to the student’s experience and stage of development.

141. CRITIQUES A critique is used to improve the student’s performance and provide them with something constructive with which to work. It is a review of the training/evaluation session.

142. CHARACTERISTICS OF EFFECTIVE CRITIQUES Objectivity –Focused on the student and their performance. –Should not reflect the personal opinions, likes, dislikes, and biases of the instructor. Flexibility –An effective critique is one that is flexible enough to satisfy the requirements of the moment. Acceptability –Before the student accepts the instructor’s criticism, they must accept the instructor. –The student must have confidence in the instructor’s qualifications, teaching ability, competence, and authority.

143. CHARACTERISTICS OF EFFECTIVE CRITIQUES Comprehension –To dwell on the excellence of a performance, to the neglect of that portion that should be improved, is a disservice to the student. Constructiveness –A critique is pointless unless the student profits from it. Organization –A critique should follow some pattern of organization otherwise valid comments may lose their impact.

144. CHARACTERISTICS OF EFFECTIVE CRITIQUES Thoughtful –The critique should never minimize the dignity and importance of the student. –Ridicule, anger, or fun at the expense of the student have no place in a critique. Specific –Be specific, not so general that the student can find nothing to hold on to. –At the conclusion of the critique, students should have no doubt what they did well and what they did poorly and, most important, specifically how they can improve.

145. GROUND RULES FOR CRITIQUES Except in rare and unusual circumstances, do not extend the critique beyond its scheduled time. Avoid trying to cover too much. Do not try to stretch a critique just to fill a class period. Allow time for a summary of the critique itself. Avoid dogmatic or absolute statements. Remember that most rules have exceptions.

146. CHARACTERISTICS THAT AFFECT A FLIGHT INSTRUCTOR’S IMAGE As a Flight Instructor in the Army you will be looked on as a professional. Your students will expect from you an extremely high standard of performance. To meet this requirement you must be fully qualified as an FI/SI and must have a thorough knowledge of teaching principles. In addition, you must continually analyze your overall performance to see that it is professional in every respect. The following items should be considered.

147. CHARACTERISTICS THAT AFFECT A FLIGHT INSTRUCTOR’S IMAGE Sincerity –The flight instructor must be what they seem to be. –The effectiveness of instructor emphasis on precision and accuracy in flight maneuvers is completely lost if the instructor appears to disregard them during their own flight operations. Acceptance of the student –The flight instructor must accept the student with all faults, problems, and personality conflicts. Appearance and habits –A rude, thoughtless, inattentive, and sloppy instructor cannot hold the respect of the student.

148. CHARACTERISTICS THAT AFFECT A FLIGHT INSTRUCTOR’S IMAGE Demeanor –Behavior toward others has an important effect on the professional image. –The professional image requires development of a calm, thoughtful, and disciplined, but not somber, demeanor. Safety –The flight instructor’s description and advocacy of safety practices become meaningless when they are observed violating them.

149. CHARACTERISTICS THAT AFFECT A FLIGHT INSTRUCTOR’S IMAGE Proper language –The use of profanity leads to distrust and lack of confidence by the student. Self-improvement –The flight instructor must never become complacent or satisfied with his qualifications and ability. –You should always be alert for ways to improve.

150. INSTRUCTOR’S ROLE IN HUMAN RELATIONS It is the instructor’s responsibility to achieve good human relations in the classroom, shop, or during flight training.

151. INSTRUCTOR’S ROLE IN HUMAN RELATIONS Keep the student motivated –Students gain more from wanting to learn than by being forced. Keep the student informed –Students feel insecure when they do not know what is expected of them or what is going to happen to them. Approach students as individuals –Each individual within the group has a personality and should be considered as an individual and not as a group.

152. INSTRUCTOR’S ROLE IN HUMAN RELATIONS Give credit when due –Praise or credit from the instructor provides an incentive to do even better. –Praise given too freely, however, becomes valueless. Criticize constructively –It is important to give praise and credit when deserved; it is equally important to identify mistakes and failures.

153. INSTRUCTOR’S ROLE IN HUMAN RELATIONS Be consistent –If the same thing is acceptable one day and not acceptable the next, the student becomes confused. Admit errors –No one is perfect –If the instructor tries to cover up or bluff, the student will be quick to sense it and it will destroy the student’s confidence in the instructor.

154. REVIEW