This is one in a series of posts by special guest authors about SAFE's new CFI-PROficiency Initiative™ (aka SAFE CFI-PRO™). The goal of the initiative is to make good aviation educators great!
Rich Stowell authored many articles in the early 2000s on “The Problem with Flight Instruction” that helped precipitate the SAFE Pilot Training Reform Symposium in Atlanta. That SAFE initiative spawned the current FAA ACS. Now the focus is on raising the level of excellence among aviation educators with the new SAFE CFI-PRO Initiative.
Top instructors and examiners continually debate and lament the state of stick and rudder flying skills. The FAA flight training pendulum has swung from the traditional WWII maneuvers-based training (MBT) to the newer scenario-based training (SBT) standard. And though SBT is a vital part of risk management training and testing, inflight loss of control (LOC-I) continues to top the list of fatal accident categories. The number two occurrence category isn’t even close.
Should we resign ourselves to accepting LOC-I as inevitable? Or maybe the current focus on scenarios is as short-sighted as the focus on maneuvers once was? Perhaps aviation educators need to adopt a more balanced approach.
…what is chiefly needed is skill rather than machinery. – Wilbur Wright
Flight instructors teach in the psychomotor, cognitive, and affective domains. Maneuvers-based training falls in the psychomotor domain. It’s where pilots learn stick and rudder skills (aka manual flying skills). Scenario-based training overlaps the cognitive and affective domains. It’s where pilots learn aeronautical decision making skills.
Most anyone can learn specific patterns of movement. For instance, a person can follow steps laid out on the floor without ever looking in a mirror, getting a critique from a dance teacher, or listening to a beat. Does that make the person a dancer? Similarly, most anyone can learn how to apply a solution model to a scenario. A baseball fanatic with a grasp of analytics can choose statistically better options without having played the game. Is the fan a baseball player?
What does it take to train pilots capable of integrating body, mind, and emotion so the successful outcome of a flight is never in doubt? Memorizing a series of control movements without context, purpose, or rhythm won’t do that. As cognitive load increases, performance deteriorates and inputs become more spastic. Tackling complex scenarios without a solid foundation of stick and rudder skills won’t do it, either. Preoccupation with the mechanics of flying deflects mental focus from aeronautical decision making.
The psychomotor domain is the bridge to the other domains. We entice potential customers into aviation through the physical act of intro flights. Aviate, Navigate, Communicate is our most repeated mantra, with “fly the airplane” our default rule. The Aviation Instructor’s Handbook puts “Acquiring Skill Knowledge” several sections ahead of “Scenario-Based Training.” If word count is an indication, the skill section has nearly 40 percent more words than the scenario-based one. The handbook says skill acquisition is “the ability to instinctively perform certain maneuvers or tasks that require manual dexterity and precision [allowing] more time to concentrate on other essential duties such as navigation, communications with ATC facilities, and visual scanning for other aircraft.”
Developing competence in manual flying skills breeds confidence; injecting realistic scenarios counters overconfidence and develops better judgment. A path to follow to improve stick and rudder competency includes:
• Building from fundamental movements of the controls to skilled movements;
• Practicing manual skills often and with clear educational intention for growth; and,
• Striving to be able to do complex patterns of actions skillfully and automatically. [More here]
Could more technology be the answer to LOC-I? Is the purpose of technology to help well-trained pilots achieve peak performance with greater precision, or to conceal deficiencies in piloting skills?
Blue Threat author Tony Kern advises: “Error control will never be engineered out of existence with technology.” In fact, manual flying errors have increased because of overreliance on technology. This compelled the FAA to remind pilots to hand fly their aircraft more often in SAFO 13002 and SAFO 17007
Advisory Circulars 120-109A and 120-111 include templates for recovering from stalls and nose high and nose low attitudes. The first action listed in each case? Disengage the automation. The next steps in the procedures require (deeply ingrained) manual flying skills. And only greater proficiency and envelope expansion will give pilots fluid and immediate access to these often counterintuitive skills.
While the above ACs primarily target air carrier operations, they provide sound advice for general aviation pilots, too. When the time comes to prevent or recover from upsets that could lead to LOC-I, our lives, the lives of our trainees, and the lives of others will boil down to what the pilot does with the flight controls.
Stick and rudder skills will be relevant as long as flying involves pilots touching controls. Pilots interact with instructors throughout their flying careers; thus, improving the manual flying skills of instructors—and their ability to pass those skills on to others—is essential to reduce loss of control. This is why instructors are at the heart of the SAFE CFI-PRO Initiative.
Join SAFE to support our safety mission of generating aviation excellence in teaching and flying. Our amazing member benefits pay back your contribution (1/3 off your ForeFlight subscription)! Our FREE SAFE Toolkit App puts required pilot endorsements and experience requirements right on your smartphone and facilitate CFI+DPE teamwork. Our CFI insurance was developed specifically for CFI professionals (and is the best value in the business).
At the heart of flight safety is the aviation educator. Our cadre of professional instructors interact and wrestle with flight training and proficiency on a daily basis – we are on the front lines of safety. By elevating the level of skill and professionalism of the aviation educator, we exponentially improve every pilot and reduce loss of control accidents. At SAFE, inspiring and enabling aviation excellence is our 
Our current FAA system for pilot (and CFI) certification is only designed to guarantee “good enough” (if everything is done correctly in training and testing). We work very hard and often 
So the challenge to every caring pilot and commited, safe educator is to exceed the minimum FAA standard and commit to lifetime learning and continued growth. Our aviation world is changing and growing daily and we need to adapt and grow to stay safe. Our job is also motivating and inspiring continuous improvement in our clients as we simultaneously persue excellence in our own careers. And though the 
For both newly certificated pilot and aviation educator, growing the flying skills requires pursuing more “exciting” flying – getting out of your “comfort zone” – to 
required for CFI certification are an embarrassing minimum for CFI competence that should be continually refreshed. If you never go to the edge of the envelope you are vulnerable when suddenly tested by an “instructional surprise” (it might happen). I also personally think every pilot should 
establish and maintain a strong student/instructor relationship” is repeatedly listed as the primary reason for the loss of instructional effectiveness and failure in training, there is no FAA training for emotional intelligence, compassion or empathy. And these are the qualities most often listed in surveys as the marks of a great flight instructor. But how do you teach passion and caring? The only way to develop and maintain this elusive quality is to invest daily and completely in what you are doing. Being a “people person” does not come naturally to many pilots. You need to truly like your job and socialize be a good CFI in the community. Staying excited about flying keeps you motivated and fresh for teaching – all the repetition requires variety to avoid burn out (again, try to fly other aircraft and missions as much as possible). The ultimate secret is to realize that every lesson is the first time for your unique client. Making that very personal focus your primary awareness helps grow better pilots one individual at a time. Fly safely (and often)!
Fortunately, I discovered gliders (and then everything else that flies) could provide not only a lift in excitement and motivation, but also a unique set of skills to 
Maybe you are a Zen Master and can approach each moment as unique, but I found the easiest path to escape “
Given perfect situational awareness (SA) a pilot will perceive an environment completely free of physical or physiological hindrances. But human factors problems complicate this objective; is it too dark, or blinded by the sun, you forgot your glasses? And psychological problems also provide challenges; fatigue, stress or complacency limit our attention/perception. Distraction and “
Level 2 is where “hours and experience” help a pilot assemble an accurate mental model. “I’ve seen this story before” is often how we comprehend an evolving situation. The human mind is really a “
You would think imagination would play no role in aviation, but level three is entirely the creative extrapolation of our current situation into a desired or intended outcome; “I will intercept the LOC, couple to the glideslope, break out at 400′ etc.” As with other levels, fatigue, distraction and lack of time can damage SA, but Level 3 SA is especially the vulnerable to these demons. Briefing expected actions and mentally testing expected outcomes is a critical safety tool that often gets skipped or overlooked when time is short. Level 3 SA is our primary method to “get ahead of the airplane” and direct a flight rather than just reacting. Level 3 SA is also where we need to step up to a higher order thinking “conscious oversight” level and test our mental model with
Another important method to improve SA is by constantly testing our assumptions (mental models) both internally and with others. We all have human limitations and need to accept the fact that our personal perceptions and mental models may be flawed. Whether we are single pilot or have a partner or co-pilot, it’s critical to solicit input and stay curious and humble. No harm in pinging ATC with a verification or talking through the next leg with your co-pilot. A rigid mindset in a dynamic and evolving environment can be dangerous. We must enforce flexibility and constantly test and adjust as necessary. Committing to vigilance and continuous data gathering (rather than numb butt) has saved many flights from disaster.
The first effective flight simulator was developed by Edwin Link in Upstate NY in 1927. Prior to this creative device, it was also thought that piloting required inborn skills that training could not supply. In the view of the Wright Brothers, a pilot had to possess superior balance and other physical attributes to ever consider becoming a pilot. The Link Trainer demonstrated that necessary pilot skills could be trained with careful repetition and study to any reasonable adept client. Thousands of pilots were trained for the airmail service and later WWII saving the world from fascist domination. 
Modern day pilots in 121 or 135 operations are intimately familiar with flight simulation as the defacto method for effective learning. Due to the cost of operation and the hazard of real emergency operations, all initial jet training and the “type rating” are taught in a full-motion simulator. Pilots usually never see the actual aircraft until after certification during “Initial Operating Experience” (the familiarization and standardization in the real flight world). Simulators are the most efficient tool we have for efficiently building procedure skills and muscle memory (
is introducing young people to aviation in venues far from an airport. Many 
When you acquire that precious initial CFI certificate you are not only approved to teach flying, you have become a “business” (allowed to legally collect money for your services) and there are new “privileges and responsibilities” far beyond just flying. Here are a few pointers for the new CFI who is putting out their shingle to offer flight lessons to the public for the first time (as opposed to teaching for an established flight school). This is a new adventure that requires some training and information to succeed (and avoid economic peril) “Going into business” is a great adventure and a learning experience that demands new skills and responsibilities and involves much more than just being a great CFI.
Among the many surprises and “learning opportunities” is business licensing. Where I teach, you will need a state business license, as the state collects sales tax. To collect the tax, the tracking vehicle is the business license number. So, we must collect the tax from the customer and pass it through to the state. Here it is call Business and Occupation tax, or B&O. Depending on your business it may be collected monthly or quarterly. The state decides that for you based upon your application, and the dollar amount you specified as anticipated income. Then, depending on where you live there may be county and/or city taxes too. Here (by the way, “here” in my case is Washington State) the state collects both city and county tax and forwards it to the respective agency. Then there are other taxes that you pay to the state for whatever reason.
As a funny example of what you can learn, I got one of those big green signs from Sporty’s that says “Learn to Fly Here” and hung it out to attract business. Little did I know that there was a separate “Sign Requirements” document with which needed to comply. Sign came down. Once the state and airport are happy, you need to think about a business plan. How are you going to run your business?
Since you are now competing for customers with any inside the fence FBOs (and they are not going to be happy with since you are “poaching” their customers) and other businesses that are going after the customer’s hard earned dollars. If you think about it, you are in competition for recreational dollars with the local golf course, dive shop, and bowling alley, the movie theater, etc. The product you are selling is not so much flying but also “challenge and adventure”. So this is where you may want to look to hire some professionals to assist in your marketing and business plan. Like many unfortunate others, I did not take this route, but learned the hard way through the school of hard knocks. Though a professional, aviation-savvy CPA and attorney may cost some money, you save from the pain and heartache that every misstep costs. Their professional fees (like yours) are worth every penny. In my case, I was going along fat dumb and happy, selling flight instruction, building my business, paying my taxes, and several years into the business I got a nice letter from the state department of revenue saying they wanted to do a B&O tax audit. I called one of my customers, a CPA and asked his advice and his first sentence was “Do NOT let anyone from that office onto your property!” Wow, OK. Why? He explained that they will not only audit your books, but your premises as well. He said that if they see a magazine lying on your table they will want to see where you paid the tax on the magazine. If you buy something for “resale” meaning you will pay the tax when you sell it, not when you buy it, they will want to see that paper trail.
One day our hero Stan is polishing up his Beech Debonair. He is approached by one of his hangar neighbors at the airport who asks if he can train his 16 year old son for his “pilot’s license” in their family Cessna 120. Stan decides “well… I haven’t used the certificate and some time, maybe I should give back to the aviation community”. He reluctantly takes on the eager new student and agrees to train him free of charge. Having not been active for a while, Stan is not aware that there have been significant changes since he was a young instructor building time to move to the airlines. Not only that, he has never instructed outside of the confines of a 141 flight school. When he was teaching with the school he had a syllabus and other more senior instructors to check his paperwork; bounce questions off of; and help keep 
him out of trouble. Our student…“Junior” reports for his first flying lesson the following morning and Stan sits down with him to chat and make sure that he is ready to begin flight training. Junior is ahead of the game and went to an AME and got a second class medical. Stan looks at the medical and notices that it is on a white piece of paper but it doesn’t say “Student Pilot Certificate”. He remembers from his FIRC that there was a change in the regulation….”Uh… let’s see…. yeah that’s right, the AME no longer issues student pilot certificates and I just have to put the endorsements in his logbook instead of on back of the certificate.” They discuss the first lesson, do a preflight inspection and go out in fly.
“Stanley, I’m sorry but I cannot accept this application.” Sheryl Says…
