The Elements of a Successful Training Program

Many things go into a quality training program.  But executing them effectively relies on theflight instructor.  The challenge is thatthere is a huge variety in skill and ability amongst instructors.  Here are some key elements that instructorscan consider in how they implement their training programs.

Why is this Important to the Student?

Training can often seem like a series of un-relatedtasks.  For example, stall training isoften covered as independent unrelated sequences – and we usually start againstprimacy by training students to take the aircraft to a full stall instead ofrecovering at the first sign of a stall. Another aspect to good stall training is to explain when each type mightbe encountered.  Are you climbing withfull power and starting a turn? Departure stall!  Reduced powerdescending 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 train competent aviators, we need to teachpeople how to fly - and stop training them to just pass a flight test.  All too often instructors find themselves inthe habit of training a student how to carry out a series of technical flightmanoeuvres.  They forgo the manyopportunities flight training presents that allow a student to learn to thinkfor themselves.

For example, rather than simply asking the student to recitethe procedure in the event of an electrical fire, have them complete the entireevent to conclusion.  The ElectricalMaster switch goes off and the smoke ceases. Now the intercom is lost, the pilot must join a circuit usinguncontrolled procedures, and fly the circuit with slipping turns and forwardslips to landing, as the flaps will no longer function.  We have now covered at least 3 exercises inonce sequence, we’ve incorporated the learning factors of effect, exercise, andintensity, and we’ve added no time to the flight. Plus, during all this thestudent has developed their decision-making abilities.

Train Them to Be Pilots

As the mantra goes “don’t teach to the flight test, train inaccordance with the flight test standards”. What this means is that the student needs the skills listed in theflight test guide, not just having been taught the manoeuvres that will be onthe flight test.  Remember the stalltraining discussed above?  We mistakenlygo 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 thestudent regularly practice collision avoidance, steep descending, and canyonturns.  The most common weaknesses withsteep turn performance are poor visual scanning and the ability to modify the manoeuvreto various airspeeds.  Practicing othertypes of steep turns will build the same skills, meaning no more time spent ontraining – but a wider range of abilities is achieved.

Incorporate Threat and Error Management

TEM is the foundation of everything we have discussed sofar.  The number one contributing factorin General Aviation accidents is poor pilot decision making and disregard forthe severity of potential threats to the flight.  Perhaps one reason airline operations havesuch a good safety record is that TEM is integrated in decision-making processes.  Many times before and during flight, pilotspause to consider what threats could play a role in the upcoming sequence andwhat errors or undesired aircraft states could possibly result.  The identified risks then have a mitigationstrategy developed for use by the crew. For example, a black-hole approach with an unserviceable PAPI representsa serious threat.  However, if the runwayhas a functioning precision approach the crew may choose to mitigate that riskby following a glideslope or GPS vertical path to the runway.  Incorporating the process of TEM in flighttraining would set a solid foundation for low-time pilots to make better decisions.

Going Forward

I am a strong advocate that the above should be mandatory inthe training of new Class 4 flight instructors. Our collective challenge is ensuring that our Class 1 flight instructorsare well versed in these aspects.  Wealso need to ensure their efforts in integrating these practices on a regular basis.

It also falls upon the shoulders of our Chief Flight Instructorsto ensure that they are training and encouraging our existing flightinstructors to incorporate these elements.

Are the above points things you already do?  Share your examples with us in the comments below!  Do you want to learn more about how to effectively incorporate these aspects into your training program?  Use a Flight Instructor Refresher Course to renew your rating instead of a flight test.  We discuss these things and many more interesting topics to help you advance the quality of flight instruction you deliver.