To Make Hay: A Post-Pandemic Conundrum
To “make hay while the sun shines” is a proverb that means to “make the most of a favourable situation while it lasts.” As instructors, we have all experienced this. Consider the negative impact of a Canadian winter on a typical Flight Training Unit (FTU). Winter impacts a candidate’s progress, a flight school’s productivity, and a Flight Instructor’s income. What happens when there is a break in the weather? It becomes a frenzied event that resembles the scrambling of a fighter squadron! We try to squeeze every last bit of productivity out of a finite situation; often resulting in rushing, cutting corners, and even operating fatigued.
There is clearly a risk associated with quick ramp-ups after these near-shutdowns. For many, the risk is overshadowed by the reward of getting to fly again, resuming progress, building hours, and regaining lost income. We often become blind to the risk by the simple excitement of getting airborne. Consider the compounded risk when spring arrives - everyone is wanting to make up for lost time. Does this sound like emerging from the COVID-19 pandemic to you?
Threats, Errors, and UOS?
From a Threat & Error Management (TEM) perspective, the pandemic that we have all been experiencing exposed many threats to the aviation industry. Lockdowns and restrictions led to reduced operations, which lead to proficiency concerns and fleet maintenance challenges. Increased hygiene requirements, capacity restrictions, and Covid-related messaging all drove up operational costs. Even something as seemingly trivial as wearing a mask in the cockpit could create a communication issue. Threats come from many directions, and it is important for us to consider all of them.
As we now begin to see the lifting of restrictions across the board, a new set of threats start to present themselves. Like the above, most of these operational threats relate to the organizational level. One of the biggest is the push to make up for lost time.
A philosophy of “damn the torpedoes, full speed ahead” worked for Admiral Farragut during the Battle of Mobile Bay, but cannot work for our industry as we resume operations. We have to identify the risks (Threats), assess their impact (Errors), and implement appropriate mitigations. At the pilot level, TEM is used to build layers of defence against an Undesired Aircraft State (UAS). I would re-frame the concept for an organization to consider using TEM to protect against a UOS (Undesired Operational State).
If we succumb to the threat of making up for lost time, we become susceptible to operational pressure. This can be real or perceived and can be perpetuated by any or all of the key players – owner/operator, instructor, or student.
A pre-COVID-19 Corporate Flight Ops Study, which closely parallels the flight training environment, indicated that 581 errors were observed, translating into 309 UASs. Of note, almost 70% of the errors occurred before the aircraft became airborne!
How many of those errors made during pre-flight or taxi were a result of reacting to operational pressure? What kind of errors could be made if we rush or cut corners during the pre-flight and taxi phases?
Misinterpreting weather and/or NOTAMs;
Miscalculating or omitting Weight & Balance/performance;
Miscalculating fuel requirements;
Omitting or missing pre-flight inspection items;
Omitting or disregarding checklist items; and
Disorientation during taxi.
These are but a small sampling of the hundreds of opportunities for error if we don’t stop, take a step back, and simply make ourselves aware of what we are collectively facing as we exit the pandemic. It is important to note that the above are not isolated post-pandemic phenomena. These are everyday risks that are simply exasperated by the circumstances.
We run the very real risk of entering a state of quantity over quality. This is where our collective moral and ethical responsibilities will be challenged. In many cases, this challenge will be subconscious and will impact our decision-making, not unlike intoxication or fatigue. This is not meant to be judgemental. Like everyone else, I am guilty of pushing myself and making decisions that, in retrospect, were not entirely in the student’s best interest. At the time, I felt my decisions were sound and justified.
The skewing of our moral and ethical obligations can be insidious. I consider myself a “boy scout” when it comes to flight instruction and have always tried to do the best I can with my students’ best interests in mind. My ‘confession’ above is to illustrate that anyone can be susceptible to threats and make subsequent errors. I have learned a lot from these errors and readily share these lessons.
Meeting the Challenge
Many FTUs have been functioning in a reduced capacity since the onset of the pandemic – in one way or another. Regardless of the degree of operational capacity an FTU finds itself in, a thorough risk assessment should be conducted in anticipation of this inevitable tidal wave of training. A proactive risk assessment, led by senior management, can utilize TEM principles to develop mitigations before operations resume at full speed, ideally within a company’s Safety Management System.
Considerations should include:
A review of medical regulations (such as flying following medications and/or vaccinations).
“Rust Removal” seminars and flights for both instructors and customers.
Limitations for students and instructors (such as weather or types of training).
Basic fatigue awareness and management (such as scheduling per the table below).
Implementation of a Flight Risk Assessment Tool.
A review of the Operational Control Program, including supervision, dispatch, and maintenance procedures.
A review of all qualifications and documentation, such as validity of licences, medicals, and recency/currency.
The above can begin the discussion and be expanded to include other topics an FTU finds relevant. Once this review is conducted, mitigations should be created, implemented, and communicated. Next, set timelines to review progress and measure effectiveness.
Flight instructors should also reflect accordingly and consider what mitigations they can integrate into the fabric of the training they provide. Placing self-imposed limits on yourself and your students may, at times, seem too conservative; but is necessary to responsibly manage these threats.
At a bare minimum, a conversation between instructor and student to raise awareness could be a mitigation in and of itself. This is a strong learning opportunity to introduce TEM principles to our students. Adding this skill to their flight management ‘toolbox’ has significant long-term decision-making benefits as well.
As we return to full-scale operations and attempt to “make hay”, both the operator and instructor have a shared responsibility to make sure that the associated risks are managed. The return on the investment could be the avoidance of a costly incident or a deadly accident.
With 30+ years in industry, Scott Peters has held an ATP, Class 1 Flight Instructor Rating, and Pilot Examiner Authority. His numerous training positions have included Chief Flight Instructor, and he is presently a Manager of Pilot Training at a Canadian air carrier as well as a Flight Instructor Refresher Course Presenter. Scott can be reached at scottpeters320@hotmail.com.