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7. Canadian Aviation Safety Seminar (CASS 2003)
8. Canadian Aviation Safety Seminar (CASS 2003)

Canadian Aviation Safety Seminar (CASS 2003)

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Slide 1

Building Pilot Competency by Design: A Qualitative Shift

Slide 2

If you tell me, I will listen.
If you show me, I will see.
If you let me experience, I will
learn.

Lao-Tse
5th Century BC

Wisdom from the 5th century BC

Slide 3

Competency

The ability to perform tasks and duties to the standard expected in employment.

The sum of cognitive (intellectual), attitudinal, cultural and manipulative skills which can be demonstrated (validated) in a defined job (task) related context.

The first definition is from the Australian National Training Authority.

The second definition I got from Dr. Graham Hunt of Massey University in New Zealand.

Competency standard - an industry-determined specification of performance which sets out the skills, knowledge and attitudes required to operate effectively in employment. Competency standards are made up of units of competency, which are themselves made up of elements of competency, together with performance criteria, a range of variables, and an evidence guide.

Cognitive task analysis is defined as the extension of traditional task analysis techniques to yield information about the knowledge, thought processes and goal structures that underlie observable task performance.

Slide 4

1919 Competency

Convention for the Regulation of Aerial Navigation

Show that we had standards in 1919 that were actually closer to competency based standards. Going back in history can give us a longer view. It often happens that someone in the audience remembers, if you don’t go back far enough. This should do it. No one in the audience will remember this.

Slide 5

1919

Pilot’s Flying Certificate for Flying Machines used for Purposes of Public Transport

Brevet de Pilote d’Avions ou d’Hydravion servant aux Transports Publics Professionel

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 6

1919

• Test for Altitude and Gliding Flight
• Tests for Skill
• Test for Endurance
• Night Flight
• Technical Examination

This was the Airline Transport Pilot Licence of its time.

Slide 7

Test for Altitude and Gliding Flight

• Flight without landing for at least an hour at a minimum altitude of 2,000 metres above ground
• Finish with a glide, cutting engines at 1,500 metres above the landing ground
• Without restarting the engine, land within 150 metres of a point fixed beforehand by the examiners

Notice that the examiner stays on the ground. Notice the standard. Engine cut off means shut down with magnetos. Land within 150 metres of examiners. Lots of emphasis on forced landing skills because machines were unreliable and you used this skill a lot.

Slide 8

Test for Endurance

• Cross-country or oversea flight of at least 300 km
• Final landing at point of departure
• Must use same flying machine
• Complete flight within 8 hours
• Two obligatory landings NOT at the point of departure
• Judges inform candidate of course and furnish map

Same flying machine! Note that judges inform candidate of the route and provide the map.

Slide 9

Technical Examination

• Assembling of flying machines, their different parts
• Practical tests on rigging
• General knowledge of internal combustion engines
• Causes of faulty running of engines and breakdown
• Practical tests in running repairs
• Lights, signals, rules of the air
• Map reading, elementary meteorology

Note the practical tests on rigging and running repairs. Pilot technical knowledge had to be “hands on”.

Slide 10

Training Design Process

A simplified model. Norman MacLeod, Training Design in Aviation. Susan, there are more complicated

Not a linear process. Certainly not linear for the student.

Slide 11

Pilot Tasks

Perform aircraft preflight operations Perform engine start Perform taxi out Perform take-off Perform rejected take-off Perform climb Perform cruise Perform descent Perform holding

Perform precision approach Perform non-precision approach Perform circling approach Perform visual approach Perform landing Perform go-around Perform taxi in Perform aircraft postflight operations

Note the practical tests on rigging and running repairs. Pilot technical knowledge had to be “hands on”.

Slide 12

Perform Precision Approach

• Perform precision approach in accordance with the OM.
• Perform a low visibility approach (CAT II/III) in accordance with the OM.
• Perform an ILS glide slope interception from above.
• Communicate with ATC and crew members in accordance with the OM.
• Identify, interpret and perform the proper procedure for abnormal conditions.
• Perform systems operations/procedures in accordance with the OM.
• Recognize, assess and manage potential threats in performing a precision approach and the errors such threats might generate, in accordance with TEM techniques.

Transport category aircraft of 20+ seats
Proficiency demonstrated in PF and PNF roles
Day
Night
Various meteorological conditions
International operations

Slide 13

Transport category aircraft of 20+ seats
Proficiency demonstrated in PF and PNF roles
Day
Night
Various meteorological conditions
International operations

Slide 14

What is competency…no
REALLY?

The combination of cognitive, attitudinal, cultural and manipulative skills.

Sounds good when you say it fast!

(A daring definition! Hat’s off to ICAO if this is adopted.)

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 15

Competency Breakdown

The combined expression of 4 factors

• Behavioral skills
  
  e.g., physical manipulation of controls, handeye, hand-foot coordination, button pressing
• Attitudinal orientation
  
  e.g., professionalism, safety consciousness, teamwork

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 16

Competency Breakdown

• Cultural Influences
  • National, Corporate, Professional
• Cognitive Skills
  • The co-ordination of what we know into an orchestrated set of mental and physical behaviors
  • E.g., Planning, Prioritizing, Organizing, Discriminating, Deciding, Strategizing

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 17

How would you rank these skills?

1. Cognitive Skills-Strategizing, Planning, Prioritizing, Discriminating , Problem solving
2. Attitudes – professionalism, safety, team work
3. Cultural adaptation
4. Basic Systems knowledge (lists of facts)
5. Physical/Behavioral skills (If a cow had opposable thumbs….)

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 18

What is formally taught - by emphasis?

• Basic Flying skills
• Basic Systems knowledge
• Basic Operational skills
• Basic Organizational skills
• Basic Calculation formulae and a few rules of thumb

**All Rule Based Behaviors + Order inversed and items missing**

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 19

What is missing or INFORMAL?

• ATTITUDE is to be observed and absorbed
• CULTURE is not defined or is to be ignored/implied…depending on which type
• COGNITIVE SKILLS are to be constructed by the student without systematic training of the instructor (the type and amount of training depends on the individual instructor)

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 20

What is the impact?

• We train for partial competence (We control one out of four components)…at best – based on our own definition
• We do not FORMALLY train three critical competencies i.e. the Attitudinal, Cultural and Cognitive skills required for Flexibility and Operational Proficiency

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 21

Core Questions

• Why do we think we can develop a performance standard and related testing protocols for skills that we do not systematically teach?
  • This cannot be the same old training with updated techno-speak

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 22

Core Questions

What are the opportunities that competency based training presents?

• The opportunity to train for 21st century environment (e.g., airplanes, systems, airspace, ATM)
• The opportunity to formalize the training of important components of true pilot proficiency
• The opportunity for the first TRULY integrated pilot training ever designed….not building blocks - a rope running throughout the learning process and linking every step.

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 23

Core Questions

• What are the dangers of the competency based training movement?
  • Misuse to reduce training for financial savings (e.g., arbitrary flight hour or theory reduction)
  • Misuse to increase training cost for unproven agendas (e.g. more powerful airplanes, more expensive simulators etc. without validating the cost/benefit ratio)

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 24

Common Errors of Logic

• Time + Money + Expensive Equipment = Increased Competence
  WRONG –That yellow stuff is not necessarily gold – even if it costs a bundle
• Training with New Definitions and Terminology = Increased Competence
  WRONG -Same Product/ New Wrapper

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 25

So How Do We Do It?

• We have to be willing to break out of the box….and into the pilot’s head.
• We need more than a job/task analysis
• Stop thinking in terms of hours and equipment and “What” a good pilot does
• Start thinking about “How” a good pilot Thinks - makes decisions, evaluates, prioritizes plans….”What” is important to him and “Why”
  
  {This is not code for a CTA!!! At least not necessarily)

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 26

What Should It Look Like?

• A wholly integrated training course that incorporates every element of competence in every lesson…….
  
  YES every lesson!
  
  The student should know why every piece of information he learns is important, how he should use it and when and how he should deploy it. – That means the instructor has to know too!

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 27

What are the Payoffs?

• Systematic presentation of pilot “know-how” that goes beyond the basics
• Operationally prepared pilot who can better apply their training in a complex, real-world context
• Testable (and accepted) problem-solving skills and behaviors….that make sense to the pilots
• Pilots who are fully competent on day one

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 28

Tasks Ahead

• Identify and Articulate the key elements of how an experienced pilot actually approaches the task
• Design every lesson…first to last….so that it addresses ALL the components of competency
• Implicit knowledge must be made Explicit for the student
• Retrain the trainers……to Formally provide an approved, systematic model of competency

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 29

But Wait – Reality Check Time

• Change must be incremental
• This is not about throwing away the wisdom of the last 50+ years – it is about integrating it!
• Costs and resources must be considered
• Regulatory Authorities, Airlines, Unions and Individuals (pilots and instructors) must be convinced that Competency Based Training is a Valid Concept – not the flavor of the month!

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 30

Early in the last century, there was a group of Canadian painters called the Group of Seven. You can probably guess how many painters were in the group. They painted much like this, except this was painted by a fellow named Tom Thomson, who was not part of the group.

Canada shares part of a continent with another country you may have heard of. The United States. We’re good friends and good neighbours. Most of the time, they ignore us. We like that. Anyway, on recent trip to New York City, a colleague of mine was very impressed when one of the American hosts at a meeting said he really liked that group of Canadian painters, the Group of 10! As a Canadian, this was received as a double acknowledgement. In the first place, it was a generous acknowledgement of an element of Canadian culture. In the second place, we took this as further acknowledgement that Canada has embraced the metric system!

A word of advice. Using a number to identify your group is never a good idea. Imagine where the United States would be today if they had called themselves the Group of 13. Or where the European Union would be if the original European Iron and Steel Confederation had called itself the Group of Twelve.

Slide 31

The Challenge

A wholly integrated pilot training course that incorporates every element of competence in every lesson.

Students who know why every piece of information they learn is important, how they should use it, and when and how they should deploy it.

Training Design in Aviation, Norman MacLeod.

Slide 32

Barriers to Change

• We know what we are doing!
• Not Invented Here…can’t be any good
• Turf Protection….that’s my job
• Fear of Change…..it ain’t broke-don’t fix it
• Mistrust……Hidden Agendas of management
• We already tried that (and it didn’t work…)
• Politics…..etc. etc. etc. etc. Ad Nauseum!

This was the Airline Transport Pilot Licence of its time.

Successful trainees then progressed to Service Flying Training Schools for more advanced instruction. Because syllabus revisions were made throughout the war, the course length varied from 10 to 16 weeks, and flying time varied from 75 to 100 hours.

Slide 33

Pathway to Change

• Countries working together so we won’t have to “harmonize” 20 years from now
• ICAO - core competencies and performance standards
• ICAO - standards for approval of training organizations, including quality systems
• Canada - Continue move toward integrated CPL and ATP courses
• Canada - Restructure instructor rating system - introduce internships

This was the Airline Transport Pilot Licence of its time.

Slide 34

Pathway to Change (cont’d)

• Identify and train skills needed by instructors (at all levels)
• Identify and train skills needed by training managers (at all levels)
• Identify and train skills needed by evaluators/examiners (at all levels)
• Identify and train skills needed by regulators
• Recognize economic principles that drive training (Use the force, Luke!)

This was the Airline Transport Pilot Licence of its time.

Slide 35

Date modified:

2010-05-03

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