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Aviation History
1973
1973 - 0132.PDF
82 AIR TRANSPORT expensive aid, these have been readily available on a hire basis elsewhere. Some operators are quite prepared to send their personnel considerable distances to take advantage of the best training aid or airfield. Random picking of individuals considered most likely to convert in minimum time, and thereby cost, is no longer an acceptable practice, nor does experience lead us to believe this to be a foolproof method—in a number of cases those expected to be fast learners have struck areas of difficulty, particularly on the more advanced air craft. This is possibly caused by the fact that good seat-of- the-pants handling is replaced by good understanding and handling of systems. Independent of the basis on which individual companies select candidates—seniority or a points system—the fact remains that training personnel are given professional and experienced material to work with, so our thinking should be geared strictly towards instruction to produce the end product rather than critical judgment of progress during the course in case of possible failure. Companies must be safeguarded against the loss due to an occasional candidate who does not make the grade, before the dilemma arises of whether to write off a vast sum or indulge in further expense to recover the initial outlay. I should like to think that the proposed method of training will satisfactorily deal with this aspect by giving the individual assistance and every opportunity to prove himself, yet make it obvious quite early if he is unable to cope. At present, conversion training in Britain consists of individual hurdles in the form of a company examination, "ARB" technical exam, simulator and base flying. Each step is considered a qualification prior to the next step, rather than keeping the ultimate goal in view—the new type on one's licence. Let us consider the construction of a method that will combine all these requirements to achieve this very goal. A good place to start would be to try to bring the syllabus of the technical exams (set out in CAP 54) to a more practical level. Thorough knowledge of systems is as important now as it ever was, but some items of dubious practical value may surely be dispensed with. The know ledge that a warning light comes on at "x" temperature or pressure may not be necessary; what matters is how to deal with it. A course could be condensed to deal with knowledge that can be applied practically within the scope of operation. Training in the United States has taken steps in this direction and, as the CAA's primary concerns are safety and high standards, I am sure the present dis- Turkish Airlines, THY, now operates three DC-IOs between Istanbul and Frankfurt, Brussels and Amsterdam FLIGHT International, 18 January 1973 cussions on this subject will eventually come to a satisfac tory conclusion. An early selection of candidates would permit us to give them what might be considered homework items. No instructor can help a student to memorise limitations, phase-one .emergency drills or flight patterns, but if these can be taken care of beforehand then full-time concentra tion can be devoted to the course itself. One of the relatively inexpensive yet most useful aids is the individual monitor. It comprises a choice of A, B, C or D buttons installed at each student's desk, used to reply to an instructor's question from a number of possible answers. The result apears on the instructor's panel, thereby giving a picture of the progress made collectively as well as individually. Continuous inter change of questions and answers will give a clear indica tion of the tempo to adopt; the necessity of going into greater depth or an approach from a different angle. Working models should be used wherever possible, pro cedure trainers being introduced at the earliest opportunity and ideally following the introduction to a system. Seeing a system actually work is conducive to better understand ing and retention, and can provide a change of environment at a time when concentration in the classroom decreases, such as in the late afternoon. Careful control of the course can lead to the early introduction of the simulator, thereby putting a man into the cockpit long before he feels saturated with technical knowledge. I realise the limitations imposed on the size of the class by the number of people that can usefully use a procedure trainer, simulator or aircraft at the same time, but these are limitations we have lived with until now. To summarize, the main points which I think are worth further consideration are: (a) bring technical exams to a more "need to know" practical level; (b) use pre-course preparation, particularly for memory items; (c) stimulate interest and enthusiasm by placing the student in the familiar surroundings of a cockpit simulator early (there is a limit to what he can absorb in a classroom per day); (d) cross check instructors to ensure standardisation and sound technique; (e) make a progressive appraisal of the student to a point where the exams become simply a formality for which he is well prepared. I believe that the student should reach the final stage without having experienced any pressure and should feel confident by then of passing the technical exam and flying check. The former will be easily negotiated as systems will have been physically operated and a clear picture committed to memory; the latter really represents a repitition of something done satisfactorily many times on the simulator. The end product, now ready for line familiarisation flying, should be well aware of the safety limits to which his new aircraft type operates, as well as having a high standard both technically and operation ally. He will have reached this in relatively little non productive time and at a predictably low cost. Tt/«r*t*»M «MH-*I»BS THY IS
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