by Michael Schuster, Chief Instructor, Aviation Solutions
Many things go into a quality training program. But executing them effectively relies on the flight instructor. The challenge is that there is a huge variety in skill and ability amongst instructors. Here are some key elements that instructors can consider when they implement their training programs.
Why is this important to the student?
Training can often seem like a series of unrelated tasks. For example, stall training is often covered as independent, unrelated sequences and we usually start against primacy by training students to take the aircraft to a full stall instead of recovering at the first sign of a stall. Another aspect to good stall training is to explain when each type might be encountered. Are you climbing with full power and starting a turn? Departure stall! Reduced power descending turn? Base to final! By associating the training event with the real world, learning is much more effective.
Use scenario-based training
If our goal is to train competent aviators, we need to teach people how to fly—and stop training them to just pass a flight test. All too often, instructors find themselves in the habit of training a student how to carry out a series of technical flight manoeuvres. They forgo the many opportunities flight training presents that allow students to learn to think for themselves.
For example, rather than simply asking the student to recite the procedure in the event of an electrical fire, have them complete the entire event to conclusion. The electrical master switch goes off and the smoke ceases. Now the intercom is lost, the pilot must join a circuit using uncontrolled procedures, and fly the circuit with slipping turns and forward slips to landing, as the flaps will no longer function. We have now covered at least three exercises in one sequence, we’ve incorporated the learning factors of effect, exercise, and intensity, and we’ve added no time to the flight. Plus, during all this, the student has developed decision-making abilities.
Train them to be pilots
As the mantra goes, “don’t teach to the flight test, train in accordance with the flight test standards.” What this means is that the student needs the skills listed in the flight test guide, not just having been taught the manoeuvres that will be on the flight test. Remember the stall training discussed above? We mistakenly go to full stall training right away against primacy. Why? Because the stall on the flight test will be a full stall!
Here is another instance. Instead of focusing exclusively on the precision steep turn, have the student regularly practise collision avoidance, steep descending, and canyon turns. The most common weaknesses with steep turn performance are poor visual scanning and the ability to modify the manoeuvre to various airspeeds. Practising other types of steep turns will build the same skills, meaning no more time spent on training—but a wider range of abilities is achieved.
Incorporate threat and error management
Threat and error management (TEM) is the foundation of everything we have discussed so far. The number-one theme in general aviation accidents that we see over and over is poor pilot decision-making and disregard for the severity of potential threats to the flight. Perhaps one reason airline operations have such a good safety record is that TEM is integrated in decision-making processes. Many times, before and during flight, pilots pause to consider what threats could play a role in the upcoming sequence and what errors or undesired aircraft states could possibly result. The identified risks then have a mitigation strategy developed for use by the crew. For example, a black-hole approach with an unserviceable precision approach path indicators (PAPI) represents a serious threat. However, if the runway has a functioning precision approach, the crew may choose to mitigate that risk by following an ILS glideslope or GPS vertical path to the runway. Incorporating the process of TEM in flight training would set a solid foundation for low-time pilots to make better decisions.
Going forward
The above practices should be integrated into the training of new Class 4 flight instructors, with our collective challenge being that our Class 1 flight instructors are well versed in these aspects. It also falls upon the shoulders of our chief flight instructors to ensure that they are training and encouraging our existing flight instructors to incorporate these elements. It’s something that we all need to be part of.
A version of this article originally appeared on Aviation Solutions website. Mike Schuster is an experienced Class 1 flight instructor who has taught at all levels, from ab initio to airline. He is the chief instructor at Aviation Solutions, which is an authorized Flight Instructor Refresher Course provider for rating renewal.