Congratulations New CFI!

Congratulations and welcome to this new world! I hope you enjoy your profession as an aviation educator. Here is what I can tell you that you may want to ‘file away.’  I started out as you did: an “Independent CFI” in a state clear across the country from where I had done all my training and with absolutely no friends, contacts, ‘network,’ or anything like that to give me a ‘leg up’ in my new ‘Home State.’ Ready for take-off?

1) Don’t Fly Junk! By this I mean that if you find that the Owner/Operator of said aircraft seems to have either a cavalier attitude about maintenance or is reluctant to take your ‘squawks’ on necessary repairs/fixes/equipment troubles/etc. seriously and address them pronto or tends to do maintenance ‘on the cheap’ or appears to be skirting or flouting the regs…walk away. There are other good, honest, flight operations out there.

2) Your time is valuable. Don’t ‘give it away.’ Flight Instruction is worth whatever you charge & ground Instruction is too. Establish that early on. Ergo, if you charge $50/Hr & have a typical 2 Hr block booked & WX precludes you getting ‘air time’ with your Student, have a 2 Hr Ground Session instead & it is not a ‘Loss’ for either of you.

3) Don’t be timid about establishing your PIC authority;  when you say, “I have the Controls!” or “My Aircraft!” your Student’s feet & hands must IMMEDIATELY come off the controls. This needs to be established before you ever set foot in the plane. Accept No ARGUMENTS here‼️ A lot of these students today are well-heeled execs, Business Owners, Doctors, Lawyers, etc. and some have a tendency to regard you as their “inferior” as if you are merely a Doorman, Barista, or Valet. Squelch that Attitude politely but firmly very early on, or it can become a Nightmare for you. Any trouble with a prospect who prefers to take his/her Grandiose Delusions into the air with you…’cut them loose’ to go find someone else to fly with & ‘Don’t let the door hit ‘em’ in the ass on the way out.

4) Always show up early & fully prepared for each lesson. Dress, speak and conduct yourself as a professional. Respect yourself, & treat others with respect. Observe the Golden Rule.

5) DO NOT discuss Politics. Half your Students will be ‘on the other side’ – in some places that will be more like 80 or 90%. Too bad. Not your problem. Just be yourself & don’t get drawn into the ‘Vortex’ where there are No Winners.

6) Your first Student to ‘Solo’ will be ready before you are‼️😅 No problem. It’s pretty much true with all of us… that ‘second-guessing’ & thinking 🤔 💭 ‘Did I cover EVERYTHING?!’ Don’t worry about it. In time & with greater Experience you will know when the Student finally ‘clicks’ & clearly is ready for ‘three times around the patch!’ Just be aware that in the beginning, you will feel pretty anguished standing there on the sidelines watching your fledgling out there on his/her own for the first time. Make sure to ‘Celebrate’ afterward! This is a ‘Big Deal!’ for all concerned‼️

7) Try to have the Student feel good about SOMETHING after the completion of each flight. What do I mean? Example: the student is having trouble with Steep Turns. Okay…break it off and do ‘Turns Around a Point’ or practice ‘Slips!’ Give your student an opportunity to feel ‘Wow! I DID IT‼️’ instead of returning to the field dejected because they ‘failed’ at one particular task.

8) Don’t be too eager to ‘jump on the controls’ with every deviation from ‘perfection.’ You weren’t perfect either when you were starting out. Try to just get them to be aware of things they can do to help themselves, instead, like say releasing that ‘Death Grip’ on the yoke & holding it instead like a Stradivarius violin 🎻 or a beautiful romantic partner. Use some gentle humor in the cockpit to de-stress the Situation.

9) Beware ‘Experienced Pilots’ who need a Flight Review or who are ‘Rusty’ They May surprise you with Totally Mondo Bizarro behaviors that defy any expectation!

10) NEVER become Complacent in the Cockpit! It can kill you.

I saw this very helpful post on Facebook and contacted Paul to reprint it here. Paul is originally from Taumarunui, New Zealand and has had many jobs from his time in the Air Force and Viet Nam….to NY cabbie,  professional actor… stand-up comic…(playing ‘Spider-Man’ for Marvel Comics for three years)….driving trains and buses for twelve years….motorcyclist…sky diver…pilot….CFI….and Chief Pilot at Fairmont State U. In West Virginia (retired from that position in 2017.)

–I love aviation; we have such varied, colorful (and helpful) people- enjoy his advice to a new CFI (and add your comments!)

DStG.

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)! Lastly, use our FREE SAFE Toolkit App to access pilot endorsements and experience requirements

right on your smartphone and facilitate CFI+DPE teamwork. Working together to raise professionalism makes all of us safer pilots!

Fly SAFE; More Fun!

Wishing you a warm and happy Thanksgiving! Here are some (not often consulted) words from the new FAA Advisory Circular 61-98D on flight reviews – excellent reading! The FAA specifies regulatory minimums for certificates; we all need to do better to be safe – and CFIs need to lead this initiative by modeling and inspiring aviation excellence.

Pilot Proficiency: Studies have shown that LOC usually occurs when pilots lack proficiency. Conditions exceeding personal skill limitations can present themselves at any time and can occur unexpectedly. In this event, the pilot should be able to avoid being startled, make appropriate decisions in a timely manner, and be able to exercise skills at a proficiency level he or she may not have maintained or attained since acquired during initial training. This makes personal currency programs and proficiency training essential.

Personal currency programs serve to develop and maintain pilot proficiency by promoting attributes such as aeronautical knowledge, aeronautical skill, and ADM. These attributes collectively determine the degree of aeronautical ability a pilot possesses. Highly proficient pilots are better able to avoid or manage an in-flight emergency in a safe and efficient manner. Consequently, the GAJSC recommends that pilots place emphasis on their specific proficiency needs by including training that may exceed regulatory minimum currency requirements.

Traffic Pattern Operations

LOC accidents often occur while pilots are maneuvering at low altitude and airspeed, such as in an airport traffic pattern. Pilots should adopt, and flight instructors should promote, training programs designed to reduce the risk of  GA accidents in traffic pattern operations. Flight instructors should provide training to mitigate the three areas of highest risk involving maneuvering an airplane in an airport traffic pattern. The first area is the risk of a departure stall; the second area is the risk of LOC if attempting to return to the field after an engine failure on takeoff, and the third area is the risk of LOC on the base to final turn.  

Flight instructors should emphasize training that ensures that pilots of small single-engine airplanes depart in coordinated flight at the best-rate-of-climb speed (VY ) for normal takeoffs, and maintain this speed to the altitude necessary for a safe return to the airport in the event of an emergency.  Flight instructors should train pilots of single-engine airplanes not to return to the field after an engine failure unless altitude and best glide requirements permit.  Accordingly, flight instructors should provide training that emphasizes the correct speeds at which light twin -piston aircraft depart the runway.  Flight instructors should emphasize that a departure at the best-angle-of-climb speed  (VX ) is used for obstacle clearance and short -field takeoff procedures.

Flight instructors should also emphasize the risks and potential consequences of climbing out at speeds less or greater than what is required for a particular type of takeoff. Flight instructors should train pilots of single-engine airplanes not to return to the field after an engine failure unless altitude and best glide requirements permit a safe return. Therefore, flight instructors should not routinely train pilots to make a 180- degree turn from a simulated engine failure while climbing. However, this training should occur at a safe altitude.  A critical part of conducting this training is for the flight instructor to be fully aware of the need for diligence, the need to perform this maneuver properly,  and to avoid any potential for an accelerated stall in the turn. It is essential for a pilot to know the altitude that will be lost in a 180 -degree turn, in the specific make and model  (M/M) flown, if and when a pilot considers turning back to the departure airport at best glide. During the before-takeoff check, the expected loss of altitude in the turn, plus a sufficient safety factor, should be related to the absolute altitude at which a turn back may be attempted.  In addition, the effect of existing winds on the preferred direction of a turn back should be briefed.

Flight instructors should also teach pilots to reject an approach and initiate a go-around when the pilot cannot maintain a stabilized approach. The GAJSC  recommends that pilots and flight instructor s emphasize stabilized approach and landing proficiency and conduct stabilized approaches as a standard practice. Flight reviews and IPCs should emphasize evaluating a pilot’s ADM,  departure skills, and ability to establish and maintain a stabilized approach and landing, while applying effective crosswind techniques to avoid the risk of  LOC when maneuvering in an airport traffic pattern. Effective scenario-based training, emphasizing ADM, departures, and establishing and maintaining a stabilized approach to a landing, reduces the risk of LOC in an airport traffic pattern. Many of the principles discussed in this paragraph apply to multiengine aircraft, but do not apply to single-engine operations in the multiengine airplane. Flight instructors should emphasize the correct speeds at which light twin -piston aircraft are operated in the traffic pattern and provide training in response to an engine failure in a variety of situations.  

Excellent guidance! 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)! Lastly, use our FREE SAFE Toolkit App to access pilot endorsements and experience requirements right on your smart phone and facilitate CFI+DPE teamwork. Working together to raise professionalism makes all of us safer pilots!

“Know-Do-Consider” to Build Savvy Pilots!

The heart of the new Airman Certification Standards is risk management. This essential wisdom was added to the limited PTS focus of skill and knowledge in 2016 to form the complete pilot experience of “know, do and consider” – knowledge, skill, judgment. These factors dynamically determine the safety of every flight. This new flight training initiative was driven directly from the aviation accident data. These numbers reveal over 80% of accidents result from human failings – usually bad judgment and flawed decision-making. Refining and improving judgment is a difficult, ongoing and never-ending challenge. It involves the internal battle within every pilot each time we fly; balancing utility with safety – often what we want against what is possible and sensible.

The primary methodology for training and testing risk management is the creative use of scenarios. Since flight training is necessarily conducted in a very limited environment of geography, weather, and equipment, the instructor (and later DPE) must mentally transport their learner into new and challenging imaginary situations to build and improve the decision-making skills that result in safer outcomes. Thought we train in one small area and  climate, we should theoretically experience a broad range of challenges. One additional advantage of this method is the safety benefit of failing in the mental arena rather than a real airplane; no one dies in a table top scenario! The best aviation educators are masters of creative questions and scenarios.

Simulators provide a deeper and more realistic version of scenario training (as well as enabling specific skill/drill procedure training), allowing an imaginative educator to more realistically transport their learner into all kinds of challenging environments. Each new scenario requires a different toolkit of skills, knowledge and judgment to prevail. The additional advantage to simulators is creating these “learning opportunities” without adding the expense and inconvenience inherent in a gas-powered, gravity-challenged devices. When learning occurs in this manner we are all safer!

The use of scenario-based training in general aviation became accepted and popularized though the availability of realistic full-motion simulators for the GA market – largely Redbird. SAFE’s original Executive Director, Doug Stewart, developed the Pilot Proficiency Project with Rich Stowell and created an ingenious catalog of masterfully crafted scenarios deployed on the Redbird Simulator. These original scenarios now number over 30 and are featured every year at Oshkosh in the Pilot Proficiency Center. This SAFE

project was the first nationally recognized use of scenario-based training in aviation, focusing largely on decision-making and risk management. Expanding this further, the SAFE Pilot Training Reform Symposium in Atlanta in 2011 led directly to the  FAA/industry partnership that resulted in the ACS.

We are lucky there are so many wonderful tools now available to foster personal improvement in risk management. This has become the accepted industry standard of aviation safety training. These are also valuable for aviation educators to employ as resources in flight training. The FAA Risk Management Handbook is the official source document from which many other documents flow. This is cited frequently in the ACS. The Aeronautical Decision Making chapter in the FAA Pilot’s Handbook of Aeronautical Knowledge is also a solid resource for pilots seeking excellence or educators working with learners. The FAA has a dedicated page of CFI scenarios to help jump start your imagination and help you create your own. The EAA Pilot Proficiency website has a comprehensive catalog of scenarios for the Redbird [here]

Thanks for reading and please “follow” our SAFE blog to receive notification of new articles. Write us a comment and continue the dialogue. If you feel inspired, please contribute an article. We are always seeking more input on aviation improvements and flight safety. There are many highly qualified aviation educators out there!

And 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)! Lastly, use our FREE SAFE Toolkit App to access pilot endorsements and experience requirements right on your smart phone and facilitate CFI+DPE teamwork. Working together to raise professionalism makes all of us safer pilots!

FAA “License to Learn!”

There are some critical misunderstandings – and lots of unfounded “tribal knowledge” –  regarding the pilot examination system. CFIs and flight school owners sometimes approach a DPE after a checkride with surprise and ask “you tested [this person], and they passed, so why can’t they land in a crosswind?” Well clearly because this is not on the test!  (Does anyone read this book?) If  the FAA wanted to assure crosswind capability in the ACS, this maneuver would be required to be demonstrated. Instead it says: “If a crosswind condition does not exist, the applicant’s knowledge of crosswind elements must be evaluated through oral testing“.  And just about every applicant finds a nice blue-sky, calm-wind day for their evaluation (didn’t you?)   But I totally agree with the flight school – based on accident data and experience – crosswind capability *should* be part of every pilot’s mandatory tool kit. But clearly, the responsibility to create the total, capable, safe pilot rests with the aviation educator not the DPE

In many other areas also, the FAA’s DPE testing system represents only the “minimum viable product” of pilot performance and competency. The FAA has left the creation of a safe pilot to the CFI, with the DPE only testing the very basic “required elements.” DPEs are strongly counseled not to deploy “a higher personal standard” or an attitude about “what a pilot should really look like” on their evaluations!  These “creative” FAA evaluators are (rightfully) removed from the DPE pool. But I can assure you, every pilot examiner is elated when an applicant exceeds the standards and demonstrates superb skill, knowledge and judgment. The superior pilot applicant is what all of us >should< be trying to create in flight training (this goes beyond the ACS). As far as I can tell, the official FAA evaluation or “check ride” was designed to be a perfunctory and redundant “check”  of the CFIs training of an applicant. The checkride should only be an operational filter, or a second opinion to intercept a potential safety problem.

Understanding the FAA testing process in this manner also clearly argues against the practice of sending a problematic and unqualified pilot applicant to a DPE to “see how it goes.”

Imagine if this poorly prepared applicant happens to pass the FAA checkride; they definitely will not be safe or truly competent.  In such a case, both the CFI and the DPE have failed to assure the ACS standards (and the future safety of this person and their passengers). CFIs and DPEs have to understand this process better and work as a team to create safer pilots. And even for a successful new pilot, we have to honestly embrace the time-honored advice every new certificate or rating is “a license to learn“.

One last point to remember is the DPE usually has less than two total hours in the plane to run through a rigorous  set of maneuvers and evaluate a whole catalog of knowledge and judgment elements. The recommending CFI, by contrast, has 40-50 hours of time with this person and must be the true arbiter of excellence. DPEs are also strictly forbidden from handling the controls to demonstrate or teach from the right seat during an evaluation. The current FAA guidance on this point is very clear and has led to the removal of many DPEs. You will not find any “added value” imparted during a flight test from the senior aviator in the right seat; that is FAA policy!

Your input on this issue is certainly welcomed here in the comments (and by the FAA at this e-mail). I know there are professional aviation educators who think the ACS and some of its requirements are too stringent and restrictive; “we are making aviation too expensive and difficult.” This could be an indicator that we are at a good point of compromise (and everyone is equally unhappy)? The real news here is ultimately, the professional aviation educator is at the heart of aviation safety and assures that every pilot is thoroughly trained and safe. Fly safely (and often)!


Please “follow” our SAFE blog to receive notification of new articles. Write us a comment if you see a problem or want to contribute an article. We are always seeking more input on aviation improvements and flight safety. There are many highly qualified aviation educators out there! Please Join SAFE and support our mission of generating aviation excellence in teaching and flying. Our amazing member benefits alone make this commitment worthwhile and fun. Lastly, use our FREE SAFE Toolkit App to put pilot endorsements and experience requirements right on your smart phone and facilitate CFI+DPE teamwork. Working together we make safer pilots!

 

Providing Productive Challenges in Flight

 

Scenario-based training (like FITS before it) has acquired a stigma in the aviation training world though overuse– but please stay with me here 🙂 Because done properly, scenarios are the most important tool in an experienced educator’s arsenal. And they are now the required core focus of all modern FAA ACS evaluations. But unfortunately, scenarios have been overused (and abused) until many educators practically gag at the mention of the word. But please remember, the  mind-numbing “practice area experience” is equally misused and probably responsible for more student drop-outs than scenarios. Properly constructed scenarios add  a world of valuable challenges to training that more accurately resemble the real flight experience. They expand a small geographic area to the whole country (with no added cost!)

The Misuse…

The misuse of scenarios comes from inappropriately imposing the same generic scenarios onto every student without customizing the challenges.  Given the unique needs of each student this process is doomed to failure by definition (Not unlike those stock “CFI lesson plans”). Anticipated “learning opportunities” often instead become “play time” for instructors logging hours and an expensive burden for the training pilot. They turn flight training into Disney with no added educational value. The heart of a successful scenarios is a motivated and imaginative aviation educator customizing and curating the learning experience. Creative scenario generation and applicatiion creates motivating experiences proven to rapidly build skills, knowledge and judgement and result in a versatile, resilient pilots (and often at a lower cost through efficiency).

The Necessity…

The proven necessity of scenarios is simple. Your new pilot, or “rusty recurrent pilot”,  has the FAA privilege to fly day or night, anywhere in the country, for the rest of their life.  And this is despite being only trained in a small geographic area on good weather days, in daylight.  To safely meet the challenge of real life flying, a student and educator must engage together in some “active imagining.” If done correctly, scenarios transport your pilot to all the places and challenges they may encounter as a pilot.  Working together, you must mentally extrapolate from the local area to the challenges of the whole country, in different terrain and weather, over the span of a lifetime.

Scenarios Done Properly…

If properly constructed and executed, a scenario puts your student into the “struggle zone” or what educational psychologists call the “zone of proximal development”.  An effective scenario presents the optimal level of personal challenge for an individual learner and enables an educator to both teach and evaluate at the highest correlation level of learning.  Done poorly, scenarios merely run up the flight training bill and become an excuse for extraneous trips to exciting lunch destinations on the client’s dime. Buying specialized scenario books or apps to deploy cumbersome generic scenarios usually fail; to be successful, each scenario must be personal and challenge each unique leaner. To present an effective scenario, it is essential to your student well so you can craft realistic challenges appropriate to their level of skill and realm of experience. Remember, a solid relationship of trust is the #1 ingredient to success in any learning situation.  Let’s unpack the “why” and “how to” of SBT  and also provide a sales pitch for this creative way to turbo-charge your teaching.

How to…Let’s get started!

Scenario training can be as simple as scrolling on Skyvector ( or ForeFlight) to a far off state and “mentally relocating” your student to a certain altitude with a mission and set of weather conditions. Active engagement and “buy in” is essential from the learner also so adding a personal mission or application is essential; make it personal! “You’re transporting your sick dog to the clinic and need to know what airspace we are in? And what viz and cloud clearance (radio/nav equipment) are required? Who do I talk to here and how will the plane perform at this altitude?” The more personally relevant and realistic each scenario is, the more actively your student will engage and the more effective their learning. (A previous blog revealed the learning benefits of practicing in the “struggle zone”) And all this can also happen effectively (and economically) on a bad weather day when flying might not be productive at your student’s level. If you have a simulator you obviously have an even better tool and the scenarios created for the EAA-PPC are available now on-line (more on this in a future article)

So  if I am dealing with a Cornell aerospace student, a plausible scenario might start with “You are back at the Mohave Spaceport for Cornell and suddenly have an opportunity to do some personal flying in Mohave…how would you unpack the challenges of mountains and high density altitudes, unique “traffic”?” Or present the “Oshkosh Fly-In Challenge” with the Fisk arrival (this and others are in the EAA-PPC list) And remember these are also exactly the kind of challenges a good DPE is going to present during a practical test. Scenarios build a flexible, thoughful pilot that can unpack challenges and manage risks with skill, knowledge and imagination.

Creating mountains…

And how do you create those mountains? Perhaps after some low level ground reference maneuvering, impose a hypothetical “service ceiling” on your plane in MSL (2000 over the terrain but below the hilltops) Then limit the airplane power to 2100rpm (density altitude) and now transit the “mountains”. “Can we safely transition through the hills to our home airport?  Should we divert instead>”  Similarly you can impose a solid cloud ceiling and  leave the weather decision to the student. Then accept the client’s decision -good or bad- if conditions are within your minimums and you can keep the flight safe and legal. Once  you are flying with too much wind or too low clouds, the client experiences the consequences of their folly (and perhaps log some actual or get some good crosswinds) within a safe environment (watchful eye of the educator). Share your favorite scnarios in the comments below.

The essential element in all scenarios is allowing your client to make mistakes (while carefully maintaining a margin for safety) and supplying only minimal guidance.  Allowing this famous “learning opportunity” to unfold is critical and easily ruined by too much “helping” from the CFI. As errors add up, their struggle will clearly demonstrate the consequences of bad decisions and the “accident chain”  without the safety risk.

Motivating for students and educators!

Scenarios are exciting for both the pilot and the educator adding fun and variety to the training experience; this is how Master Instructors are built. Good scenarios beat “going to the practice area for some steep turns” hands down for learning efficiency and motivation. And there is a real difference between “one hour 2000 times” and “2000 unique hours of real teaching experience”. A future blog will deal more with acquiring expert instructor skills more rapidly (are we still learning as educators?). Fly safely (and often!)


Please “follow” our SAFE blog to receive notification of new articles. Write us a comment if you see a problem or want to contribute an article. We are always seeking more input on aviation improvements and flight safety. There are many highly qualified aviation educators out there! Please Join SAFE and support our mission of generating aviation excellence in teaching and flying. Our amazing member benefits alone make this commitment worthwhile and fun. Lastly, use our FREE SAFE Toolkit App to put pilot endorsements and experience requirements right on your smart phone and facilitate CFI+DPE teamwork. Working together we make safer pilots!

Command Your Technology For Safety!

Our amazing modern technology provides all kinds of enigmatic choices and challenges for directing our lives. “Smartphones” and “digital assistants” increasingly suggest or determine our every action unless we consciously intervene and take charge. Especially for pilots, taking charge and commanding our relationship with technology is essential if we want to fly safety. A little history here provides some important lessons.

Click for detailed FAA Report on TAA Safety

Do you remember all the promises that “technically advanced airplanes”  would dramatically reduce our GA accident rate? This was like a “magic bullet” in the 1990s when the first “glass panel” aircraft were coming onto the market. The promise everywhere in the news was that we would be “saved by technology.” This seemed logical given the incredible precision and quantity of information suddenly available to pilots previously depending on some pretty sketchy analog devices. With digital accuracy and data, we would be able to better see and avoid weather and supposedly never run out of fuel. But our tricky human interface largely defeated many of the benefits provided by the new technology and the same accidents are still occuring with depressing regularly.

The paradox of technology is that precisely because we have more accurate data,  pilots can reduce their planning margins and cut it even closer to the edge. In the case of fuel, we can plan tighter on time and with live weather depiction in the panel,  we often navigate even closer between storm cells. The root problem is a lack of pilot judgment. By training or by nature, pilots are mission driven and often aggressively “optimize” and thereby decrease their safety. Give us humans a sharper tool and they will shave the safety margin ever closer. The difference between what we are able to do and what we should do for safety still escapes many pilots. Clearly the challenge for aviation educators is teaching wisdom, not wi-fi.

The ACS focus on judgment and robust risk management has made a huge and important difference in the flight training and testing world. I see this as a CFI and DPE and hope we see an impact soon in the safety statistics. But because this initiative is still so new to general aviation, the benefits are still only slowly making their impact upward into the aviation charter world. I actually clearly remember the very first time I had a young co-pilot initiate his own risk management plan before a challenging flight. I thought I would fall over in gratitude. He had clearly laid out the challenges and his risk mitigation planning just like a student on a flight test- – funny how that initial training works. Modern technology in the panel provides amazing tools; perfect location mapping, real-time weather, fuel status down to the last drop. But all this will only yield increased safety if we have a “thinking monkey” operating it with a clear vision of the larger safety concerns.

A student logbook from a flight test; so good to see “personal minimums” recorded.

Another challenge provided by our amazing new technology pertains to legacy operators; pilots with years in the air, importing this technology into their flying. There is far too much reliance on autopilots and GPS with operator skills deteriorating rapidly and dramatically. Many formerly wonderful old-time pilots have become unapologetic “technology managers” driving planes in a mindless fashion. As we become “programmers”, the hand flying skills we once all depended on to be safe are no longer available as a back-up.

In the 135 charter world proficiency is enforced every 6 months in FAA-required training. In the GA world the proficiency mandate falls to the aviation educator. I highly recommend the new AOPA “Focused Flight Review” as a tool for educators. The dedicated team at AOPA, in collaboration with SAFE and other incustry players, has assembled a wonderful resource library for inspiring pilot proficiency. And this is useful for training at any level, not just the flight review. Teaching this syllabus injects risk management and judgment into the world of legacy operators who often never encountered risk management in their initital training. Too much technology magic can defeat a once proficient pilot quite rapidly. Expand your flight envelope with hands on flight training, fly safe (and often)!


Please “follow” our SAFE blog to receive notification of new articles. Write us a comment if you see a problem or want to contribute an article. We are always seeking more input on aviation improvements and flight safety. There are many highly qualified aviation educators out there! Please Join SAFE and support our mission of generating aviation excellence in teaching and flying. Our amazing member benefits alone make this commitment worthwhile and fun. Lastly, use our FREE SAFE Toolkit App to put pilot endorsements and experience requirements right on your smart phone and facilitate CFI+DPE teamwork. Working together we make safer pilots!

Honoring the “Head Masters”

Please join us in honoring JoAnn and Sandy Hill, the “Head Masters” and creators of the Master Instructor Program at AirVenture (Oshkosh) this year. This amazing husband and wife team has done more to enhance aviation professionalism than any two people, from the development of the Master Instructor program in 1995 to the revitalization of the GA Awards Program and development of SAFE. You are welcome to participate in this reunion and share your stories and memories (RSVP). The event starts at 4PM in the Oshkosh Terminal Building on Thursday, July 26th. If you cannot attend, please log into this form and share your thoughts here for a memory book for the Hills.

The Master Instructor Program was built on the widely accepted educational axiom “a good pilot is always learning”. “Accepting average” and settling for “good enough” are recipes for developing complacency and diminished skills. Built on other professional models of accumulating “Continuing Educational Units” the Hills realized unless we are actively and eagerly pursuing excellence on every flight we usually are developing “right seat rust” and complacency. As pilots, we are only as good as our last landing; there is no “safety inoculation” from historic hours (especially when we are just “talking a good show”)! The Master CFI program

Though as CFIs  we preach “continual learning and training” to other pilots, it is, unfortunately, not commonly embraced by the “aviation physicians”! And there is no magic badge in “CFI” that makes us immune to the inevitable slow decay every other pilot and professional experiences. Continually embracing the “challenge of excellence” is the necessary antidote to maintain a sharp edge and continue to grow as a pilot and educator. “Right seat rust” is a sad reality in flying and it is occurs both in flying skills *and* educational methods.

After developing the Master Instructor Program, it was a natural step for the Hills to revitalize and improve the FAA’s National GA Awards. This program recognizes the best flight instructor, maintenance technician, and FAA Safety Team Representative in the country at Oshkosh.  Under the guidance of Sandy and JoAnn this program got a new level of organization, respect and recognition nationally. Not surprisingly, many of the award recipients are previously recognized Masters.

Please join us at the Oshkosh Terminal Building 4PM on Thursday the 26th of July and honor Sandy and JoAnn Hill for all they have done in aviation. Log into this Google Form to RSVP or leave your memories for them.


Please “follow” our SAFE blog to receive notification of new articles. Write us a comment if you see a problem or want to contribute an article. We are always seeking more input on aviation improvements and flight safety. There are many highly qualified aviation educators out there! Please Join SAFE and support our mission of generating aviation excellence in teaching and flying. Our amazing member benefits alone make this commitment worthwhile and fun. Lastly, use our FREE SAFE Toolkit App to put pilot endorsements and experience requirements right on your smart phone and facilitate CFI+DPE teamwork. Working together we make safer pilots!

Pilot “Flight Envelope Expansion”!

For most long-time CFIs and proficient pilots, “training stalls” often become fairly comfortable, even pedestrian. And for committed aviators, the addition of some upset and aerobatic training further expands understanding and comfort in unusual attitude recoveries. The reasoning behind this approach is to expand the “personal flight envelope” and build “all attitude” control in the aircraft. Rich Stowell’s “Train to Avoid Loss of Control” is a perfect sales pitch for this approach to aviation safety; train to create a surplus of skill in all areas. Embedding stalls in realistic scenarios is especially useful and effective. Please watch this short program:

Unfortunately, this safety formula is not at all common in the general pilot population. The average GA pilot only flies in 5% of the possible flight envelope. The unfortunate consequence of this “avoidance strategy”  is that if these pilots are displaced from their “comfort zone” by weather, mechanical or distraction, they are unprepared for the experience which might cause the familiar startle, panic, and freeze-up. Loss of control (usually leading to a stall/spin) is our #1 fatal accident causal factor.

The FAA  has recently moved to define anything slower that 1.3 as “abnormal” and stalls  are defined as an “emergency”. Though both FAA and ICAO have implemented “expanded envelope training” ( for the airlines) this training also avoids any edge of envelope maneuvering. As discussed recently in Flying Magazine, and also in Aviation Safety,  the new definition of stalls as “emergencies” seems to discourage practice in this area. The already truncated private pilot flight envelope is getting even smaller through avoidance. On flight tests DPEs no longer examine MCA (minimum controlable airspeed) and even the term MCA has entirely disappeared from the Flight Training Handbook. We only transit this (too scary?) flight regime briefly on the way to the full stall (emergency!) and immediate recovery.  I can personally attest that pilot skills in this area are already deteriorating as a result of these recent changes. Is the solution to LOC-I to run away from the edges of the flight envelope and perhaps equip every aircraft with a ballistic parachute recovery system?

The drving force behind this change seems to be be the The International Civil Aviation Organization (ICAO). Though advocating for “expanded envelope training”, the Upset Prevention and Recovery Training (UPRT) report, counsels against developing “negative transfer with comfort in the stall regime of flight” by practicing at the edge of the envelope. But many aviation experts disagree, and there seems to be a growing group of experts advocating for all attitude maneuvering and practice as an antidote to the LOC-I problem.

Dr. Ed Wischmeyer, an MIT PhD and ATP pilot (and also a long time CFI) has submitted just such a LOC-I solution for this year’s EAA Founder’s Innovation Prize. Ed has created and cataloged a series of maneuvers designed to expand the pilot’s flight envelope. These go beyond the usual MCA and stalls to include the spiral stalls and “Sixty Nineties” (60 degree banked turns with full aileron reversal every 90 degrees of turn). The beauty of these maneuvers is the ability to perform them in a normal part 23 aircraft (Cessna/Cherokee) without exceeding performance limitations (obviously dual with a competent CFI). I personally use these and other CFI favorites like the “falling leaf” stalls and “rudder boxing” maneuvers to prepare pilots for commercial pilot training. These pilots are often just out of  instrument training with 40 hours of “standard rate” gentle IFR control so their maneuver envelope has shunk even smaller.

The objective of these “envelope expansion” maneuvers is to build greater willingness to “yank and bank” which supplies personal confidence and control of the aircraft. A larger personal flight envelope (also with diverse A/C experience) is a stronger basis for safety than FAA ICAO avoidance– your thoughts?


Please “follow” our SAFE blog to receive notification of new articles. Write us a comment if you see a problem or want to contribute an article. We are always seeking more input on aviation improvements and flight safety. There are many highly qualified aviation educators out there! Please Join SAFE and support our mission of generating aviation excellence in teaching and flying. Our amazing member benefits alone make this commitment worthwhile and fun. Lastly, use our FREE SAFE Toolkit App to put pilot endorsements and experience requirements right on your smart phone and facilitate CFI+DPE teamwork. Working together we make safer pilots!

NTSB Loss of Control; April 24th

Loss of control in-flight is the #1 causal factor of general aviation fatalities. Though largely a catch-all grouping encompassing many diverse sources, the majority of these accidents implicate insufficient pilot situational awareness and maneuvering skills during critical phases of flight. For this reason, deeper analysis of this phenomenon is of particular interest to flight educators. Should pilot training and testing standards be higher or skill levels more stringent? Our SAFE Pilot Training Reform Symposium in Atlanta in 2011 led to embedding judgment and risk management into flight training with the new FAA ACS standards. Did this initiative go far enough? What can we do as educators to reduce these all-to-common fatal accidents?

Doug Stewart; Community Aviation (.com)

This Tuesday, April 24th, the NTSB is assembling a roundtable meeting of subject matter experts in the field of flight training. Veteran pilot and master educator Doug Stewart, one of the founding members of SAFE and former Executive Director, will represent the flight training community in this important gathering. Doug has over 12K hours dual given, is a FAA DPE, 10 time Master CFI, and also FAA CFI of The Year in 2004. This gathering will be covered live on the NTSB channel. (You can earn FAA Wings for watching)

Loss of control inflight has been on the NTSB “Most Wanted List” for many years. We believe that a deeper investigation of these accidents and greater understanding of root causes can help prevent these occurances. But the key lies in more vigilant and aware pilots with increased skills in maneuvering and upset recovery. As educators, we must sharpen our educational focus and build these pilot skills. SAFE has been integrally involved in these discussions with both educational articles and national seminars to inspire and motivate pilots to improve skills.  But the solution also requires every educator to commit to increased abilities both in initial certification and in recurrent training; especially in areas of basic control and maneuvering flight. Focusing on greater professionalsim and excellence to create safer pilots is a key SAFE mission mandate.

As a long-time flight instructor, I also encourage every pilot to access the excellent training materials from the Air Safety Institute. Their Essential Aerodynamics course is an comprehensive (and fun) tutorial that will benefit every pilot, both student and veteran (no Greek letters). Every pilot absolutely must understand the fundamental forces for our flying to be safe in the air.

Our many hours of straight and level cruising simply do not prepare us adequately for the surprise emergency events that cause accidents. We all must commit to study and train more often at the edges of the flight envelope to stay safe in aviation. The EAA Pilot Proficiency Center at Airventure is free and open to all, presenting surpises that test and train your skills and thought processes. (and we need proficient CFIs at all levels to staff this initiative) Please follow this blog for future updates and commentary.


Please “follow” our SAFE blog to receive notification of new articles. Write us a comment if you see a problem or want to contribute an article. We are always seeking more input on aviation improvements and flight safety. There are many highly qualified aviation educators out there! If you are not yet a SAFE member, please Join SAFE and support our mission of generating aviation excellence in teaching and flying. Our amazing member benefits alone make this commitment worthwhile and fun. Lastly, use our FREE SAFE Toolkit App to put pilot endorsements and experience requirements right on your smart phone and facilitate CFI+DPE teamwork. Working together we make safer pilots!

 

 

Educator Professionalism Creates Excellence in Aviation

It takes a Pro to make a Pro…

The tenets of professionalism apply to flight instructors regardless of whom we teach or the aircraft type. Instructor professionalism is the foundation for excellence and success. We read about it, and we talk about it. But what exactly is it, and how do we embody that crucial characteristic?

Characteristics of Professionalism

A business definition of professionalism is “meticulous adherence to undeviating courtesy, honesty, and responsibility in one’s dealings with customers and associates, plus a level of excellence that goes over and above the commercial considerations and legal requirements” (www.businessdictionary.com).

Professionalism is typically achieved only after extended training and preparation. This training usually requires significant self-study and practice and is typically accomplished with formal education. It brings to mind the seemingly endless hours of education, training, and practice one undergoes on the path to becoming a doctor. The path to becoming a flight instructor has similar requirements – not just in terms of formal academic study and training, but also in terms of what we might call “the unwritten requirements”. Let’s take a look at a few of them.

Skilled pilot

The aviation instructor must be an expert pilot, one who is knowledgeable, proficient, skillful, and safe. You should be very proficient on the equipment you use, especially avionics. Be alert for ways to improve your qualifications, your effectiveness, and the services you offer. Stay abreast of changes in regulations, practices, and procedures. Make a habit of referring to the current Aeronautical Information Manual (AIM), Airport/Facility Directory (A/FD), Sectional Charts, Handbooks, Manuals, and Practical Test Standards (PTS). You should also read aviation periodicals, browse the Internet, and attend meetings and seminars. And, of course we recommend that you have (and use) an account on www.FAASafety.gov.

Strong teacher

A flight instructor must have strong skills and abilities in two major areas. First, he or she must be a competent and qualified teacher, with all of the “soft skills” we attribute to teachers. These include communication skills, people skills, and patience. In order to understand the progress your students are making, you must understand the four levels of learning – Rote, Understanding, Application, and Correlation. To simplify my own comprehension of these principles, I reduced the concepts to concise, understandable definitions.

Practical psychologist

You need to understand anxiety and how to address it with a student. You must know that reactions to stress can be normal or abnormal, and be ready to act appropriately. You soon learn that obstacles to learning can be different for each student. You learn how to address impatience, worry, lack of interest, apathy, anxiety, discomfort, illness, and fatigue. You must work within your student’s other interests or enthusiasms. You must discover how to help the student with a multitude of troubles; you may even have to show your student how to handle fear. Also important is your understanding of the laws of learning. Your student’s progress will be enhanced if you remember that a student learns because of Readiness and Effect, but remembers because of Primacy, Exercise, Intensity, and Recency.

Capable Coach

The best flight instructors use a syllabus, set achievable goals for their students, and use a well-designed lesson plan. You should personally prepare for each lesson, whether ground or flight, and personally prepare for each individual student. Not having an organized plan is, in fact, a plan…for failure. No two students are the same; they must be treated as individuals. You are the key to their success.

Positive role model

Consistently using a checklist is another mark of a professional. We all get excited or rushed at times and and the use of a checklist is the only way to ensure we don’t forget something. Students will follow the behavior you model, so do it right. A flight instructor must also have high standards of personal appearance, which means that you must be neat, clean, and dressed in a manner appropriate to the situation. Your personal habits must be acceptable. As a chief flight instructor, I once had a student request a different instructor because his instructor had an overwhelming body odor. I discovered that the instructor worked at a physically demanding job before reporting to the flight school. Moving his first lesson by an hour solved that problem. In addition to personal hygiene, you cannot be rude, thoughtless, or inattentive, and you cannot be profane or obscene.

Sincere

Professionals are true to themselves and to those they serve. Your sincerity of effort must be such that inadequacies are admitted, not hidden, and are corrected for the future. A Code of Ethics is a good reminder of the need for honesty, impartiality, fairness, and equity.

Inquisitive

True performance as a professional is based on study and research, and professionals are always searching for the “why.” Perhaps you can imagine the hard work required to produce a doctoral thesis. Becoming a flight instructor requires that same dedication to learning. Let’s look at an example from a private pilot syllabus for flight training. Let’s assume you are going to teach a student to perform turns-around-a-point. We all know this lesson begins in the classroom. To test understanding, you ask your student to place an “X” at the point on the circle where the bank angle is the greatest during the maneuver and then tell you why he chose that point. Assume the wind as shown and left-hand turns. Before you read on, place the “X” on the circle yourself. Many instructors place an “X” at the bottom of the circle; some place it half-way between the bottom and the direct left side point. Why are these not the correct answer? Remember, we are searching for the “why.” The key is to understand that the aircraft’s ground speed is the greatest at only one point. It is at this point that the wind will be pushing the aircraft away from the desired track at the greatest velocity.

Creative

You don’t have to be a mathematical genius to be a pilot or a flight instructor. While a flight test pilot and an aeronautical engineer may need higher math skills, the typical pilot, and flight instructor, gets by quite easily with the basic addition, subtraction, multiplication and division skills one learns in grade school. However, a professional flight instructor must have other qualities that could be defined as intellectual skills. These include the ability to reason logically and accurately, as well as the ability to make good decisions. Even though aviation has standard practices for normal and abnormal situations, we must also appreciate that some situations may require thinking outside the box.

You Touch the Future!

As Challenger astronaut Christa McAuliffe famously proclaimed, “I touch the future – I teach!” Whatever your eventual goals in aviation might be, never forget that being a flight instructor is a real job that has real – and lasting – impact. Make it count!

A wonderful article by Bryan Neville first published in FAA Safety Briefing. Click here for original pdf version.

Please “follow” our SAFE blog to receive notification of new articles. Write us a comment if you see a problem or want to contribute an article. We are always seeking more input on aviation improvements and flight safety. There are many highly qualified aviation educators out there! If you are not yet a SAFE member, please Join SAFE and support our mission of generating aviation excellence in teaching and flying. Our amazing member benefits alone make this commitment worthwhile and fun. Lastly, use our FREE SAFE Toolkit App to put pilot endorsements and experience requirements right on your smart phone and facilitate CFI+DPE teamwork. Working together we make safer pilots!