Presentation on theme: "REPORT OUTS. 2 SAFETY What: Best Practices Advisory Circular Creation of a Best Practices Advisory Circular to address specific areas of flight instructor."— Presentation transcript:
2 SAFETY What: Best Practices Advisory Circular Creation of a Best Practices Advisory Circular to address specific areas of flight instructor performance. (100%) Who: Drafted by industry and completed through a collaborative effort of industry and FAA When: One Year Why: To raise the standard of performance of flight instructors.
3 SAFETY What: Incentive Programs Incentivize pilots and flight instructors through various programs such as WINGS to undertake additional training, seek greater knowledge, and implement best practices with industry recognition of status. (100%) Who: Industry and FAA When: One year Why: Raises the safety, mastery, and performance standards for pilots. Attempts to reach the pilots who generally do not participate in safety education.
4 SAFETY What: Certificate Specific Flight Reviews Flight reviews would be certificate specific. Requires an appropriate interpretation of 61.56. (100%) Who: Industry and FAA When: One year Why: Ensure that best practices and certificate standards are evaluated as a basis for exercising airman privileges
5 SAFETY What: Student Training Discontinuance Provide a pre-training evaluation process and written advice to flight instructors on terminating flight students from undertaking flight instruction. (100%) Who: Industry and FAA When: One year Why: Existing training philosophy attempts to promote concepts that learning to fly is just a matter of time and effort. Guidance will provide Instructors with tools to terminate students who are unable to develop skills in order exercise airmen privileges.
6 SAFETY What: Gather Additional Statistics FAA and insurance metrics for stakeholder analysis and dissemination. Identify the top 10 contributing and causal factors in aircraft accidents. Incentivize insurance companies to share de-identified statistics. (100%) Who: Industry and FAA When: One Year Why: Allow for predictive and preventative safety programs.
7 GROWTH What: Develop the delivery system for the Presentation that communicates the value of the GA experience through a GA Ambassador program that could be used by state aeronautics departments, FAASTeams, Flight Schools, etc. Who: AOPA, GAMA, SAFE & NAFI When: Start discussion immediately, with actual work beginning in January, 2012. Target for completion September 2012. Why: We are not communicating the value of the GA experience.
8 GROWTH What: Create a repository of customer service training & resource materials for use by flight training providers that can be used during first contact and follow up with potential customers. Follow on action would include training to help providers use sales and customer service tools more effectively. Who: Flight School Association of North America, SAFE, NAFI, Cessna When: Contact form within 60 days, balance by end of 1 st quarter of 2012 Why: Common poor experience by customers seeking flight training.
9 GROWTH What: Request CFI course content providers to develop training modules that help CFIs develop professional customer service skills including ways to make training more interesting, fun and aimed at improving customer retention. Such content should be included in CFI initial and Flight Instructor Refresher Training. Who: Industry Course Providers supported SAFE, NAFI When: Within 12 months Why: Because customer retention is extremely poor.
10 GROWTH What: Promote, support and encourage the use of mentoring programs for both training providers as well as students Who: SAFE, AOPA & FSANA When: Within 18 months Why: To improve pilot retention by providing a better sense of community and a better training experience
11 GROWTH What: Approach growing the pilot population holistically by focusing on improvements in each phase of the pilot life cycle Who: AOPA When: 12 months Why: Address the decline in pilot population. A structured approach is needed to improve the business of flight training and thereby grow general aviation.
12 DOCTRINE What: Refocus aviation education to be learner-centric. Commit student and instructor to expect excellence and life-long learning. Empower (and embrace) active student participation in the educator-student relationship. Demand professionalism (from the educator); and aspire to professionalism (by the student) Promote a day-one safety culture advancing active risk awareness and management. Integrate into the entire flight training regime (manuals, FAA guidance) Who: ｷ Flight training industry, including publications and the FAA When: ｷ Prioritize development of a student pilot guide by mid-2012 ｷ 2012-2013: integrate into all FAA guidance (with a focus on the Flight Instructors Manual) ｷ Socialize these precepts via the flight training industry Why: ｷ To create a foundation for success (safety/satisfaction/(personal and professional growth)
13 DOCTRINE What: Establish a formal and permanent process for government and industry Subject Matter Experts (SME) to develop recommendations for updating guidance and testing doctrine (that is, regulations, advisory circulars, handbooks, practical test standards, and knowledge tests). This should include effectively update guidance to CFIs, DPEs, and ASIs. Who: Establish a joint group between FAA (AFS 800/600) and the interested stakeholders from the broad industry, the CFI community, and the DPE/ASI. Let industry propose questions and review the existing questions for relevance. AFS 600/800 update current guidance and testing material. When: Establish joint FAA – Industry group within 6 to 12 months. Complete review of PTS by Sept 2011 Complete review of the Private and CFI knowledge tests by Q1, 2012 which would be followed by the other knowledge tests. Update the FAA's website by Sept 30, 2011. Why: Currently, there is no deliberate and interactive process for systematically updating guidance and testing doctrine. The process is closed, scattered and ad hoc. Currently, the structure of the knowledge test drives "teaching of the test" because many questions are not relevant, they are unnecessary and frustrating to the learner, and provide a poor first impression/contact with the FAA. Currently, the guidance and testing doctrine is scattered and in various formats.
14 DOCTRINE What: Improve CFI doctrine by adding Risk Management instruction techniques to the CFI Handbook and industry groups to establish Best Practices programs to increase Risk Management awareness. Who: JSC/Industry representatives, i.e., SAFE/NAFI When: Incorporate into the next scheduled revision of the Handbook within 18 months (end of CY 2012). Why: Despite numerous risk tools in current publications, emphasis on the how to specifically instruct is not focused at the CFI level.
15 DOCTRINE What: Simplify FITS Who: AFS 800 should establish a joint working group. When: Mar 31, 2012 Why: FITS needs to be changed to address safety, eliminate confusion, and minimize resistance.
16 DOCTRINE What: Review the CFI renewal process for alternative FIRC methods to incorporate processes for active and inactive CFIs. Who: JSC/Industry Committees, ie, SAFE/NAFI When: Dec 31, 2012 Why: Current renewal process may not adequately address the different activity levels for industry wide CFI specialties.
17 STANDARDS What: Create a knowledge standard Who: FAA600/800govt lead/Industry committee Maybe a lead organization with involvement of industry groups and academia. Consider the ASTM model When: Form the committee within one month. Why: Create a plan to generate a baseline standard that allows for the creation of a knowledge tests both oral and written. Use the baseline standard to correlate training and testing
18 STANDARDS What: Create a PTS Change Committee to improve the communication to AFS-600 – a continuous loop. Who: AFS 800/600/industry. When: ASAP Why: Must align PTS with current industry standards (scenario-based and not just a series of maneuvers).
19 STANDARDS What: Re-evaluate the use of and guidance for simulation in flight training and testing. Include ATDs, AATDs and FTDs. New simulation to be used more for training credit and checking and testing. Who: AFS-800 When: ASAP Why: As it stands guidance is inconsistent and hard to utilize in the current environment.
20 STANDARDS What: Develop a document that provides guidance on how to conduct a flight evaluation. Who: Industry coalition When: Within 90 days Why: There are currently no standards and therefore a lack of realistic check rides. This document will encourage the use of scenario based training and simulation.
21 STANDARDS What: Improve currency of on-going independent instructors. Will have to be done by regulation. Who: Industry recommendation to FAA. Create industry committee – SAFE, etc. Should do additional research on how to accomplish this. When: Needs to be done ASAP Why: Today instructors are never re-evaluated. Many instructors are not current on policies or procedures. No consistent quality control exists for the independent instructor.
22 CURRICULA What: Use scenario-based training for improved risk management for students Who: FAA standards and publications, NAFI, SAFE, Master Instructors, Air Safety Institute. When: Six months Why: To make risk management a habit.
23 CURRICULA What: Provide instructor training on risk management. Who: FAA standards and publications, NAFI, SAFE, Master Instructors, Air Safety Institute. When: Six months Why: Starts with instructors and to make risk management a habit.
24 CURRICULA What: Emphasize load factor and angle of attack (AOA) training. Who: Air Safety Institute, courseware providers, NAFI, SAFE. When: As soon as possible. Why: Accidents don’t happen in straight and level flight.
25 CURRICULA What: Implement continuing professional education (CPE) for flight instructors. Who: SAFE, NAFI, course providers, Pilots Workshops, Aircraft manufacturers (CSIPs, CPC, etc.). When: A year Why: Instructors lead by example. If students see instructors doing continuing education they will as well.
26 CURRICULA What: Create guidance for the use of simulation and provide credit for use of simulators Who: Simulator manufacturers, FAA, curriculum providers, organizations (SAFE, NAFI, AOPA) University programs When: Immediately Why: Better teaching tool, test to a higher level of learning, aid retention, pause & discuss
27 AVIATION EDUCATION What: Who: AFS 800 and industry consortium When : Initial response and development of action plan within 90 days Why : Increase the quality control to improve professionalism and decrease accidents Establish a Nationwide CFI Special Emphasis Program which features high value training areas and best practices. This program would be similar to the program currently in use by the North Florida FSDO which was established to directly address the high failure rate of Initial CFI Candidates. This program would consist of one or several seminar periods across a timeframe taught by industry subject matter experts, DPEs, Master Instructors, or instructors recognized as having exceptional knowledge or techniques in this area. This program could earn the candidate credit toward their renewal.
28 AVIATION EDUCATION What: Establish a mentoring program for instructors that centralizes and publishes names of instructors who hold nationwide or Master Instructor designations or who specialize in certain aeronautical skills in geographic or regional areas. This program will feature a special database which could offer guidance to any and all instructors or students of who holds these designations within a community. It could also feature a special designation similar to the FAAST program but have a name like CFI Mentoring Team (CMT) Who: AFS 800 and industry consortium When : Initial response and development of action plan within 90 days Why : Supports all flight instructors and allows recognizes professional within the instructional community and enhances the professional development of the instructional community.
29 AVIATION EDUCATION What: 61.56 – Improve or better propagate the guidance for conducting effective flight reviews by using existing documentation such as the “Guide to conduct an effective Flight Review” Incorporate into initial CFI training Come up with top 10 picks for new CFIs to study Incorporate a plan of action and how to do it Why : The Flight Review offers us the most significant opportunity to affect the existing instructor population by the incorporation of scenarios and other high value practices of FITS. Who: AFS 800 and industry consortium When : Initial response and development of action plan within 90 days
30 AVIATION EDUCATION What: (Gatekeeping) Incorporate FIRC authority for DPEs to be able to spend an X hour period with a flight instructor renewal candidate on a one-on-one basis to cover topics of special value to instructional professionalism. This would be treated like a FIRC but would be conducted similar to a ground oriented mentoring session between the CFI and the DPE. Who: AFS 800 When: Initial response and development of action plan within 90 days Why: Allows DPE to become a coach or a mentor to the flight instructor
31 AVIATION EDUCATION What : Incorporate new guidance and PTS revisions which require Initial CFI candidates to develop a Plan of Action and demonstrate the use of a syllabus during the practical examination. The industry should support this requirement by providing standardized curriculum templates that instructors (CFR 61 as well as 141) instructors can use to develop specialized versions in response to the Examiners specific requirement. Who: AFS 600, AFS 800 When : Initial response and development of action plan within 90 days Why: This requirement addresses a specific problem within the industry of instructors teaching using the seat of their pants without the use of a syllabus or Plan of Action