Cessna Flight Training System Philosophies and Techniques

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Cessna Flight Training System Philosophies and
Techniques
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Additional information

• Be sure to study the Instructors Guide
• Available under the Documentation menu of the
  Course Tracking Application (CTA).

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The traditional approach

• Teach customers how to fly maneuvers
• They reach a certain proficiency level with those
  tasks
• We recommend them for a flight test
• The flight test measures their proficiency in
  those specific tasks
• The examiner issues them a certificate.

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Then came FITS

• FAA-Industry Training Standards
• Simply go to Google and search for FAA FITS
• Or faa.gov/training_testing/training/fits

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What we mean by FITS

• Cessna has designed the following FITS principles
  into this new training system
• Scenario-based training (SBT)
• Single-pilot resource management (SPRM)
• Learner-centered grading (LCG)

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The objective

• The goal of FITS is to build pilots
  decision-making skills during the training
  process so they will be better prepared to make
  aeronautical decisions when they receive their
  certificates.

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Traditional Approach vs. FITS

• FITS helps increase decision-making skills as
  well as stick-and-rudder skills

FITS
Traditional Approach
Skills
Skills
Judgment
Judgment
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Whats the secret?

• You cannot teach judgment
• But it can be learned
• This is where scenario based training (SBT) comes
  in
• This is not new
• Airlines Line Oriented Flight Training (LOFT)
• Military Fly like you fight
• Whats new is implementing these philosophies
  into GA flight training.

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Another part of the problem

• Flight Director
• Cessna has one that
• Directs the climbs, descents, heading changes
• Prescribes the control input to accomplish those
  maneuvers
• Directs level offs
• If the pilot does not make the needed corrections
  in a timely manner, it makes them automatically
• Called the Flight Instructor
• Its difficult to sit on your hands and even more
  difficult to shut up

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Flight instructors

• You have a lot more airsense
• You dont have to devote most of your available
  RAM to controlling the airplane
• You see it happening before the customer
• You need to let the customer make the call unless
  its going to bend metal or hurt someone.

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Implementing SBT

• Reflective Response
• They need to reflect on their choices
• No canned answer
• Multiple solutions
• Hint Your way is not the only way
• Never criticize a conservative approach

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Effective scenarios

• Realistic
• Have to be relevant to the current phase of
  training
• Outcome has to be determined by the learner
• Instructor coaching must be positive, not
  condescending

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Wait a minute!

• I have to make up scenarios for every flight?
• Nope, we did it for you
• You can customize each scenario for your school.

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Course structure

• Three Stages
• Stage 1 Pre-Solo
• Stage 2 Solo Cross-Country
• Stage 3 Preparing for Your Practical Test
• Each stage is divided into phases (total of 10)
• Each phase includes multiple scenarios.

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Sport/Private Course
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Memory aid
Stage There are only 3 of these.
Phase There are 10 of these.
Scenario New name for a lesson.
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Stages

• Each stage has
• Suggested one-on-one Knowledge Review Sessions
• Required Expanded Instructor Briefings
• Required Progress Checks
• The suggested one-on-one Knowledge Review
  Sessions are designed to
• Supplement the web-based knowledge instruction as
  necessary, and
• Enhance customer learning by identifying any weak
  areas
• The one-on-one Knowledge Review Sessions
• Are not required but strongly recommended
• Can be found in Appendix B of the syllabus
• IMPORTANT The syllabus does not address
  briefing your local safety practices and
  procedures please review these key items before
  or after your first flight with the customer.

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Progress Checks

• Each stage, the customer is required to complete
  a Progress Check that
• Checks the customers progress and instructor
  pairing
• Consists of oral quizzing and a flight
• Is to be performed by the Chief Flight
  Instructor, Assistant Chief Flight Instructor, or
  a designated instructor
• The progress checks can be found in
• Stage 1, Phases 2 and 5
• Stage 2, Phase 7
• Stage 3, Phase 10.

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Phases

• There are 10 phases of training. Each phase
  includes
• Web-based Knowledge Instruction that
• Forms the customers knowledge foundation to be
  used for the flight scenarios
• Is directly correlated to the phase
• Is to be completed before the corresponding phase
  can be considered complete
• Flight Scenarios that
• Are placed in a suggested order of completion
• Can be flown
• Once
• More than once
• Not at all
• Can be customized for your local training
  environment
• Can be completed out of phase or stage if
  approved by the Chief or Assistant Chief
  Instructor

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Phases continued

• Phase Ground Training Checklists that
• Contain knowledge areas evaluated by the
  instructor on the ground and normally discussed
  during the preflight briefing.
• Must be demonstrated to the explain level in
  order to complete the phase.
• Phase Proficiency Checklists that
• Contain tasks that are to be completed in order
  to the perform level in order to complete the
  phase
• Contains completion standards for the phase.

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Phase Proficiency Checklist

• The customer can move on to the next phase of
  training once all items on the phase proficiency
  checklist are completed to the level of
  performance required for that phase
• The customer is not required to complete every
  flight scenario within a phase, but it is highly
  recommended that they do so, as the scenarios
  progress in complexity to provide maximum
  efficiency.

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Example
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Scenarios

• The new name for lesson
• Total of 32 (includes the four progress checks)

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In each scenario

• Scenario Title Recognizing and Recovering From
  Stalls (Stage 1, Phase 2, Scenario 1)
• Objective
• Learn how to correct for the wind while taxiing,
  perform radio communications, and improve
  aircraft control while learning the skills to
  recognize, avoid and recover from a stall
• Where to go
• The vicinity of the highest obstacle in a 20-nm
  radius, keeping the appropriate legal distance
  (vertical and horizontal) from the obstacle and
  then to suitable airspace for the maneuvers
• How to get there Pilotage
• Possible deviations None
• Possible malfunctions None
• Purpose/pressures (real or simulated)
• You need to take an aerial photo for a client of
  the highest obstacle within a 20-nm radius of
  your home airport. The deadline for the
  photography is tomorrow morning at 9 am.
• Risks (real or simulated) Traffic, flying at or
  near stall speed, flying near a high obstacle
• New this scenario (list of tasks)
• Improving your skills (list of tasks).

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Lesson numbers

• Disadvantages of a traditional lesson-numbered
  syllabus
• When a customer repeats a numbered lesson, they
  naturally feel that they are spinning their
  wheels and not progressing
• A rigid structure does not fit the individualized
  nature of flight training
• This new curriculum does not number lessons from
  beginning to end of the syllabus
• Instead, each phase includes multiple scenarios
  that are performed until the phase proficiency
  standards are achieved.

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Watch for DEMO in the syllabus

• Too many instructors are trying to teach
  customers how to fly the airplane while in the
  traffic pattern
• Customers need to learn stick-and-rudder skills
  in the practice area, THEN learn how to perform
  takeoffs and landings
• This syllabus includes the word DEMO next to
  the takeoff and landing tasks in the entire first
  phase
• This means the instructor is to perform
  (demonstrate) those takeoffs and landings
• Dont let the customer do it in the first phase
• Make it something to look forward to.

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Quality ground training

• Ask a question that requires the customer to make
  a decision
• Examine the decision made
• Explore alternatives
• Evaluate which way is best
• Best for the customer
• Case study training
• Real, dynamic, interesting
• ntsb.gov, asf.org (aopa.org/asf/ntsb)

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Expanded Instructor Briefings

• Before each significant event the instructor will
  give an expanded briefing to ensure that all goes
  as smoothly as possible for the
• First solo flight,
• First solo cross-country flight,
• And FAA practical test
• During these expanded briefings, the instructor
  will ask questions about the airplane and local
  flight environment as well as questions specific
  to the phase of training just completed
• These briefings will be conducted one-on-one with
  the instructor and can be found in Appendix A.

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Example
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Learner Centered Grading (LCG)

• Learner-centered grading includes two parts
• Learner self assessment, and
• A detailed debrief by the instructor.
• The purpose of the self assessment is to
  stimulate growth in the learners thought
  processes and, in turn, behaviors.
• The self-assessment is followed by an in-depth
  discussion between the instructor and the customer

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Example
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Suggested Knowledge Review Sessions

• Designed to be an optional supplement to the
  web-based knowledge instruction
• Are conducted one-on-one with the instructor
• Found in Appendix B of the syllabus.

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Example
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So why should I care?

• Safer, more competent pilots
• Customer Satisfaction
• Focus on the areas they need to work on
• Proficiency advancement
• No expectation of solo by certain time
• Scenario-based flight tests
• Required right now

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Additional information

• Be sure to study the Instructors Guide
• Available under the Documentation menu of the
  Course Tracking Application (CTA).

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