1. FLIGHT TRAINING DOCTRINE:FLIGHT TRAINING DOCTRINE: THE FOUNDATION OF PILOT TRAINING REFORM

2. Elements of the Pilot Training System The Framework of Pilot Training Reform 2

3. The Issues Requiring Pilot Training Reform Safety – Stagnant fatal accident rate for last decade – Risk management impact on fatal accident rate – Public image/latent training market 3

4. Issues Requiring Reform (continued) Growing the community – Creating a more welcoming training environment – Providing more support for those learning to fly – Creating easier stepping stones – Using modern teaching tools and methods 4

5. The Components of the Pilot Training Delivery System Doctrine Standards Curricula Instructors and Schools 5

6. The Components of the Pilot Training Delivery System Doctrine – The “what” and the “why” of the training system – Official training doctrine contained in FAA Handbooks and other documents – Supported and supplemented by industry doctrine Manufacturers Courseware providers Training providers 6

7. The Components of the Pilot Training Delivery System Standards – Knowledge tests and practical test standards (PTS) – Under current training philosophy, defines what is taught for pilot certificates and ratings – Issued by FAA, with some industry input 7

8. The Components of the Pilot Training Delivery System Curricula – The “when”, “where”, and “how” of pilot training – Physical infrastructure and components – Syllabus – Training methods – Training tools 8

9. The Components of the Pilot Training Delivery System Curricula (continued) – Defines the training environment Classroom vs. distance learning (web, etc.) Simulators and training devices vs. aircraft – Defines the training method scenario-based vs. maneuver-based student-centered vs. instructor-centered – Developed by industry, rather than FAA 9

10. The Components of the Pilot Training Delivery System Instructors and schools – The “who” of pilot training and the face of the training system to the customer – The integrators of the pilot training process – Critical to safety, student pilot starts and retention 10

11. The Components of the Pilot Training Delivery System Instructors and schools (continued) – Instructors certified by FAA – School oversight by FAA varies Training centers (Part 142) and Pilot Schools (Part 141) subject to FAA oversight on curricula but entities operating under Part 61 are not – Professional accreditation not widespread – Example: 90,000+ flight instructors, only 600 Master Instructors 11

12. FAA Regulations The FAA pilot training regulations set the boundaries of the pilot training system but do not define its content or application Regulations and rule-making process lengthy and uncertain - Process can take ten years, end to end - Final rule requires implementing action 12

13. FAA Doctrine and Standards Doctrine and standards are issued by FAA administratively, rather than through the rulemaking process – Standards are enforceable, and can be revised fairly easily – Rulemaking is complex and takes years, or even decades – FAA’s recent emphasis on general aviation safety focuses on non-rulemaking initiatives 13

14. This Symposium’s Challenge Determine needed changes in training doctrine, standards, curricula, and instruction – Reduce fatal accident rate – Make training system more appealing and accessible Craft recommendations for FAA and industry Engage FAA and industry decision makers to improve the training system 14

16. Flight Training Doctrine – The Foundation of Pilot Training Reform 16

17. What is flight training doctrine? “The formal description of knowledge, skills, and abilities that pilots must apply in order to safely and efficiently operate aircraft, including the rationale for prescribing these requirements” The “what” and the “why” of pilot training requirements 17

18. Doctrine Purposes Defining the minimum, desired, and/or optimum requirements to perform the aircraft mission specified Standardizing performance expectations, both for the individual and the community Providing a body of knowledge, skills, abilities, and procedures upon which to base knowledge and practical test requirements 18

19. Origins of Pilot Training Doctrine Before 1939: Formalized mostly for airlines and military only – General aviation not well defined before then AOPA formed 1939 J-3 Cub introduced 1938 – Formal doctrine did not exist Informal non-public training material “Tribal” knowledge passed down 19

20. Origins of Pilot Training Doctrine 1939-1941: Civilian Pilot Training Program – First formal training doctrine for general aviation – Codified by CAA (ex. - Civil Pilot Training Manual) – Driven by looming military requirements CPTP created doctrine – Example: Civil Pilot Training Manual (CAA Bulletin 23, 1940-41) 20

21. Origins of Pilot Training Doctrine 1939-1941: Civilian Pilot Training Program – Structure for training process defined Maneuver-based (rather than scenario or mission) Driven by test (knowledge and practical tests) Top down (rote, “spoon fed” by instructor) – Despite some improvements, still largely the model today 21

22. Who creates pilot training doctrine? Original doctrine development (1939-1941) – Largely influenced by looming military needs – Some input from CAA and training community Today’s doctrine developers – FAA is custodian for documents, but – Industry playing increasing role Ex. – FAA/industry General Aviation Joint Steering Committee (GAJSC) 22

23. Pilot Training Doctrine Examples- FAA Issued FAA issued legacy handbooks – Airplane Flying Handbook – Aviation Instructor’s Handbook New training topics – Risk Management Handbook – Advanced Avionics Handbook 23

24. Pilot Training Doctrine Examples- Industry Developed Industry developed training doctrine – Manufacturers – Courseware developers – Training providers 24

25. How training doctrine is created Doctrine is created by FAA with increasing industry input Doctrine can be issued administratively – Usually with public notice – Time frame: Months to one or two years Regulatory change requires elaborate procedures – Time frame: Years to decades 25

26. Doctrine vs. Regulatory Change Regulations are basis for doctrine but do not determine actual content Example: – 61.107 Flight proficiency (private pilot) 61.107(b)(1)(v) “Performance maneuvers” – Airplane Flying Handbook (FAA-H-8083-3A) Chapter 9 Performance Maneuvers – Steep turns – Chandelles 26

27. Key Players in Doctrine Development FAA Headquarters (AFS-800 and AFS-600) FAA/Industry Safety Groups (GAJSC) Research community (Center for General Aviation Research – CGAR) Industry – Manufacturers – Courseware providers – Others 27

28. Recent Progress in Doctrine Development and Revision Many FAA handbooks have been reissued – Example: Instrument Flying Handbook New FAA handbooks have been created – Example: Risk Management Handbook 28

29. Recent Progress in Doctrine Development and Revision Despite recent progress, key questions remain: – Has new doctrine been effectively integrated into curricula and testing standards? – Are pilots using the new doctrine in flight operations? 29

30. Some other questions to ask Is there any research to support the need for, and effectiveness of, revised training doctrine? – Previous research available? – Research currently underway? – Additional research needed? – Who will sponsor? 30

31. Some other questions to ask How can FAA and industry move forward from here to ensure that doctrine is up to date and is effectively applied in training and in pilot flight operations? – How can industry and FAA collaborate? – Is there a current process we can use? 31

32. Some other questions to ask Can manufacturers, and courseware and training providers, develop and implement effective training doctrine? – Which industry elements are best equipped to develop doctrine? – Are there alliances of manufacturers and training providers that are already doing this? 32

34. Research Supporting Modernized Training Doctrine Michele Summers Halleran

35. Center of Excellence for General Aviation Research – CGAR CGAR was established in 2001. CGAR’s mission is to utilize the world-class talents of our General Aviation Consortium members to make significant contributions toward improvements in safety and efficiency for General Aviation air transportation. CGAR accomplishes its goals with multidisciplinary teams to enhance aviation related research, education, technology transfer, and the utilization of research in mission critical areas.

36. Center of Excellence for General Aviation Research – CGAR The Center of Excellence for General Aviation Research is a research organization in a consortium of academia, industry, and government that addresses the needs of General Aviation through its synergistic relationships. Embry-Riddle Aeronautical University University of Alaska University of North Dakota Wichita State University – Affiliate Members Florida A&M University Middle Tennessee State University Sponsored by the Office of Airport and Aircraft Safety R&D Division

37. FAA Industry Training Standards – FITS Develop a Methodology to Justify the Inclusion or Removal of Maneuvers from the Practical Test Standards Summary of Findings and Recommendations to the FAA Methodology for Validation of Tasks and Completion Standards Results of Initial Validation of Tasks and Completion Standards Effectiveness of FITS Training Embry Riddle Aeronautical University (ERAU) Study University of North Dakota (UND) Study Middle Tennessee State University (MTSU) Research MTSU Initial FITS Results Implementation of the FITS Program in TAAs: Lessons Learned Best Evidence for the FITS Program in TAAs FITS Enhances GPS Proficiency FITS Commercial Pilot Training Course – A Student’s Perspective Guide for Instructors and Examiners-Evaluating Pilots Using a Scenario-Based Methodology

38. FAA Industry Training Standards – FITS General Aviation Technically Advance Aircraft Safety Study Scenario Based training to teach Single Pilot Resource Management Examining Learner Centered Grading Scenario Based Training in TAA to Improve Risk Management Student Pilot Situational Awareness: The Effects of Trust in Technology Evaluating the Satisfaction and Quality of FITS Flight Training Evaluating the Effectiveness of Scenario Based Training in the Collegiate Flight Training Environment Validity and Reliability of Learner Centered and Collaborative Grading Determining Appropriate Levels of Automation Runway Incursion and Wrong Runway Threat and Error Management Syllabus

39. Current CGAR Research Projects Embry-Riddle Aeronautical University Remote Airfield Lighting Systems A Database Management System for General Aviation Safety Pilot Awareness of Current and LED Elevated Runway Guard Lighting Flight Data Monitoring: General Aviation Safety Information Analysis & Sharing Weather in the Cockpit: Pilot Training Requirements Synthetic Speech and Visual Data Communications for Flight Deck Use (Contract) Pilot Source Study, Phase III University of Alaska - Anchorage Remote Airport Lighting Systems III Weather Technology in the Cockpit: CONOPS University of North Dakota Weather in the Cockpit: User Needs Statement Business Jet Loads Data Acquisition Development of UAS Operational Data Collection Concept Subject Matter Expert Support for FAA UAS Simulator Workstation Helicopter Lighting System FDM – GASIA & Sharing Phase I Weather in the Cockpit: User Needs Statement

40. 2010 CGAR Research Projects Embry-Riddle Aeronautical University FITS Runway Incursion and Wrong Runway Threat and Error Management Syllabus Data Communications Human Factor Air Traffic Control Implications on Preferential Treatment Service-for-Equipage University of Alaska – Anchorage Visual Guidance - Remote Airfield Lighting University of North Dakota Operational Loads Monitoring of Agricultural Aircraft Analysis of 14 CFR Part 61 for Pilot, Flight Instructor and Ground Instructor Certification for Unmanned Aerial Systems Analysis of 14 CFR Parts 91 & 43 for UAS Applications Wichita State University Load Spectrum Development for Unmanned Aerial Systems Airworthiness

41. For More Information http://www.cgar.org http://faasafety.gov/ http://www.faa.gov/training_testing/training/ fits/ http://www.faa.gov/training_testing/training/ fits/

42. QUESTIONS ? Michele Summers Halleran Embry-Riddle Aeronautical University Aeronautical Science Department Daytona Beach, FL (386) 226-7020 Michele.Halleran@erau.edu

44. Jens Hennig Vice-President Operations - General Aviation Manufacturers Association

46. Creating Industry Training Doctrine to Improve Flight Safety Travis Klumb Cirrus Aircraft

47. Cirrus Aircraft Flight Standards Office SMEs and Flight Instructors – Transition training – Corporate flight operations – Aircraft delivery – Training network oversight – Flying club – Courseware and document creation Close interaction with entire company – Engineers – Flight Test Pilots – Technical Publications – Vendors

48. WHY DO WE EXIST? Cirrus aircraft are built on a foundation of safety features, but there is a common weak link

49. Always Trust Your Instruments, Son

50. Cirrus Flight Training The pilot is still by far the weakest link – Stick and rudder skills – Avionics/automation proficiency – Behavioral issues Hazardous attitudes / risk management Standardization is our philosophy – Same procedures taught by all Cirrus instructors Factory Instructors, CSIPs, CTCs – Same procedures flown by all Cirrus pilots

51. Standardization Emphasis Areas

52. STANDARDIZED INSTRUCTION

53. Cirrus Standardized Instructor Pilot Foundation of standardized flight training in Cirrus aircraft Provide experienced CFII’s in-depth knowledge of aircraft systems, flying qualities, and teaching techniques Promote standardized flying among as many Cirrus pilots as possible Recognized by most insurance underwriters – Program has helped reduce premiums & increase insurability

54. CSIP Program Each instructor personally trained by Cirrus Aircraft Instructors – We think of the training as a mini type-rating – 450 current and active CSIPs – 1500 instructors have gone through the training CSIP must renew certification annually – Online quizzing, flight with Cirrus instructor or very experienced CSIP

55. STANDARDIZED PROCEDURES

56. Flight Operations Manuals Primary standardization document – Pilot and Instructor Editions – Normal, abnormal, emergency procedures – Flow patterns, profiles, expanded checklists – Desired outcomes, common errors, teaching techniques

57. Flight Operations Manuals Guide for all Cirrus pilots on how to fly Cirrus aircraft Available for free to anyone at CirrusAircraft.com Standardization concepts will be key to operating more complex aircraft such as the SF50 Used as common “Bible” for Cirrus flying and training – Cirrus Instructors, CSIPs, CTCs, CPPP Instructors – Very useful to avoid channel conflict and to quickly resolve technique disputes among pilots

58. STANDARDIZED TRAINING

59. Cirrus Transition Training Complimentary with aircraft purchase – Evolved through the years with the airplane – Various training providers – 1→2→3 days of training Extensive pre-training, ground, and flight training Performance-based – Not everyone passes or progresses at same rate Flexible and customizable, yet highly standardized

60. Transition Syllabus Suite Training plan for Cirrus pilots Transition and differences training Recurrent training plan Maximum flexibility while maintaining standardization – Weather delays, en-route training, advanced training

61. Access to Flight Combined Private Pilot Certificate and Instrument Rating Dr. Paul Craig of MTSU, ASA, Cirrus Flight Standards Heavily based in FITS concepts Scenario-based training from the beginning Awaiting rulemaking change to allow simultaneous check ride

62. Additional Ways Cirrus Influences Training Doctrine Cirrus Partner Symposium Training Webinars COPA (Cirrus type group) programs – Cirrus Pilot Proficiency Program (CPPP) – Critical Decision Making Courses (CDM)

64. LUNCH