Hi safetypee, et al:
You may be correct with your statement that “…in order to improve or just maintain the industry’s high level of safety we have to find alternative methods to complement the existing initiatives.” However, I still believe that we may be able to “improve or maintain the industry’s high level of safety” by understanding more completely – perhaps only more basically – what it is we expect out of the training we currently accomplish. I fully understand the concerns voiced regarding “cultural issues” being at least a contributing factor, if not more basic, to the successful completion of training – but I think that the basic premise of training has to return to the basic premise of training.
I firmly believe that this premise is, or certainly should be, to train a pilot to the degree that he/she is able to recognize correctly what the airplane is currently doing; make an immediate decision as to whether or not what the airplane is currently doing is what is desired by that pilot; and if the airplane is NOT doing what is desired, be able to make an immediate decision as to what must be done to the airplane’s control systems to correct that condition, and execute that decision quickly and accurately. Lastly, during this execution, continually monitor the condition of the airplane with respect to whether or not the resulting airplane condition is correcting in the right or desired direction and magnitude – again, correctly identify the changing airplane condition, determining whether or not that change is what is desired. This process is a continual process – taking place all the time – and in situations that are rapidly changing, requiring more directly focused attention to the airplane condition by the pilot flying.
Of course – all of the above is contingent – exclusively contingent – upon the pilot flying having accurate knowledge of what is expected of the airplane – at all times – and having accurate knowledge of what control applications are appropriate to make adjustments in the airplane condition at any time under any circumstance – and knowing when, where, how, and how much of those proper control applications have to be made. Additionally, having these knowledge aspects is only part of the solution – as the pilot flying must be able to apply that knowledge, using the controls and indications available to him/her while performing the duties of the “pilot flying.”
From here, to ensure that the pilot flying, does, indeed, have this knowledge and ability, the training program must be designed to provide that pilot with the opportunity to experience various scenarios where such recognition, decision making, decision execution, and continual evaluation of each, is provided initially and then sufficiently repeated, throughout the multiple combinations of conditions and situations, to provide that pilot the recognition and reinforcement of actions and what kind of reactions and responses that will occur. Throughout this exposure, the instructor must take careful notice of when, where, and how the student addresses each scenario, judging whether or not the student’s performance should be modified, and if it should be modified, understand why, and then how, that modification can be accomplished. This process has to be completed for each required scenario, with each appropriate modification, and the results of each such exposure.
Initially, it should not be unusual for the instructor to provide input in the form of suggestions or critiques … and corrections when and where necessary. As the number of times each appropriate scenario is addressed, the instructor should be aware of the level of repetition of previous suggestions, critiques, or corrections – which should provide the instructor information regarding the advancement of the student toward satisfactory completion of the training program – and whether or not that student is ready for the evaluation of his/her skills.
It probably shouldn’t come as a surprise to understand that all of the above should be able to be accomplished with the use of manual controls AND with the use of auto-flight controls as may be appropriate for both the airplane configurations and gross weights, the existing weather conditions, the pilot position involved, and the type of operations expected to be flown by the pilot being trained and checked. Additionally, I should acknowledge that what I’ve described here, is a rather extensive amount of training – and the specifics are very likely to be heavily influenced by the background and the experience level of the pilot beginning the training on any specific airplane type, and may be influenced even more by the pilot position to be flown by the respective pilot. The same is likely true of recurring training and the frequency of such recurrent training.
If an outline for the above type of training is systematically developed for each airplane type, for each pilot position involved – throughout a range of potential experience levels – the satisfactory completion of such training – to the extent that satisfactory performance can be assured on the end-of-course proficiency check – there is a good likelihood of that proficiency being able to be demonstrated regardless of cultural background. However, I say this with the acknowledgement that it is at least somewhat likely that the amount, the sequence, and the duration of training may be different – perhaps significantly different – due to the sometimes wide variation of cultural backgrounds. However, with those training issues being recognized upfront and appropriate training courses developed and followed, the resultant competency/proficiency levels should be essentially met and be able to be used properly and efficiently.
Of course, as with any training program, I think it quite logical, if not imperative, that very careful records be kept – and USED – for each pilot going through each training program. One of the reasons for defining and requiring recurrent training is the upfront acknowledgement that periodic review of learned tasks – both mental and psychomotor – be regularly revisited, the tasks practiced, and, if necessary, an old skill renewed. Of course, the frequency may vary with the level of difficulty of the required tasks, and with the current level of experience of each of the respective pilots involved … which, naturally, should be (will be, no doubt) influenced by the level of complexities of the overall operation in which each pilot has been or will be expected to operate. Additionally, there should never be a task accomplished without the very careful consideration of the safety factors involved.
In that vein, there should be included, in each training course, an acknowledgement that not everyone’s abilities will be guaranteed to be identical – to the extent that some conditions (weather, airplane conditions, urgency – up to an including emergencies) should be able to be attempted by all pilots all the time in every set of combinations of factors. Sometimes, acknowledging that attempting to do something unusual or abnormal may not be within a particular pilot’s ability level – and there should be little or no sigma assigned to anyone who makes such an acknowledgement. Operating within one’s own abilities should always be expected – and the highly infrequent occurrence of such a situation should not be the encouragement for someone to attempt something that they should not attempt – unless there is absolutely no other option.
Finally (yes - you can relax soon....), this is not an acknowledgment that what we are doing with training at the moment is what I've described above. We can shut one eye and "squint" the other, read very fast, and conclude that what we do today is like what I've described ... but the fact is, this would not be true. I think that today we are focused on the accomplishment of tasks - to the end of having accomplished the task. The nuances of performing those tasks, the decisions involved, the progressive analysis of progressing through those tasks, and making any appropriate adjustments - are not necessarily the focus - the task completion is the focus.
Of course, that can be adequate in a lot of situations, but it leaves out a lot of what the individual pilot may be needing - which means that pilot is formulating his/her own understanding of what is happening - and, unfortunately, that may or may not be what is really intended. THAT should be at least one of the targets we logically seek to hit in a properly constructed, administered, and completed training program.