FITS for the UAV

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FITS for the UAV

• Structured
• Experiential Training
• Fly the way you Train
• Train the way you fly

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The Essence of FITS

• Scenario Based Training (SBT)
• Operator Resource Management (ORM)
• Learner Centered Grading

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SCENARIO-BASED TRAINING

• Its about learning, not about golf

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SITUATED COGNITION

• REALITY IS THE ULTIMATE LEARNING EXPERIENCE
• LEARNING OCCURS BEST WITHIN A CONTEXT OR
  SITUATION
• SBL ATTEMPTS TO GET AS CLOSE AS POSSIBLE TO THIS
  IDEAL

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SBT

• gtDesigned specifically to develop judgment and
  aeronautical decision-making skills
• gtControl manipulation maneuvers are integrated
  into the flight scenarios and conducted as they
  would occur in the real world
• Meaningful repetition experience
• gtA highly structured script of REAL WORLD
  OPERATIONAL EXPERIENCES

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ORM

• Focus on decision-making and risk management
• Requires practicing the decision-making process
  in REAL time and in REAL situations

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Operator Resource Management(ORM)

• THE TRAINING TASK IS
• Task Management
• Automation Management
• Risk Management
• Situational Awareness

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COURSE OF TRAINING(The Design Process)

• Determination of Objectives and Standards

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Developing SBT

• The focus is on improved outcomes rather than the
  acquisition of knowledge and skills
• This is called a Performance Improvement
  Imperative

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Step 1 -- OBJECTIVES

• To qualify the trainee to be a competent operator
  
• specific UAV type
• stated conditions
• SPECIFIC OPERATIONS!

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Developing Learning Objectives
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Step 2 Determine the Contents

• The trainee should master each segment of the
  overall performance requirement individually and
  can progressively combine these with other
  related segments until their sum meets the final
  objective

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The Traditional Pyramid(Behavioral Task Analysis)
wd
Speed
4 Fund.
Basic Controls
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TRADITIONAL MODEL

• FOCUS IS ON THE MANEUVER/TASK
• SIMPLE TO COMPLEX
• PRACTICE
• Individual skills

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EXPERIENTIAL MODEL(Cognitive Task Analysis)

• FOCUS IS ON THE PURPOSE or END OBJECTIVE
• Each block is an identity in itself the obj. is
  incomplete if one block is missing
• SIMPLE TO COMPLEX
• EXERCISE
• performance

Safe, effective surveillance of a major active
fire In adverse weather conditions
Most Complex Ops.
More Complex Ops.
Basic Ops.
sim. Ops.
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Operator Resource Management(ORM)

• THE ORM 4P CHECK
• The Plan?
• The Plane?
• The Pilot?
• The Programming?

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THE DECISION POINTS

• Before Leaving the Flight Planning Room
• Before Leaving the Ground
• Every half-hour or at regular intervals as
  appropriate
• Before leaving cruise altitude

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ORM Decision Process

• At predetermined decision points consider the
  following!
• What has changed?
• What are the possible negative outcomes?
• Engine/avionics/fuel/ice/control/errors/overload
• How can I minimize risk?
• Simpler procedure/help
• Prioritize tasks
• Is the risk acceptable? (divert/terminate)

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ORM 4P CHECKTHE PLAN ?

• Weather ?
• Route?
• Publications?
• ATC Reroutes delays?
• Fuel remaining?

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ORM 4P CHECKTHE PLANE ?

• Mechanical status?
• Automation status?
• Database currency?
• Backup systems?

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ORM 4P CHECKTHE PILOT ?

• S tress?
• A bility?
• F atigue?
• E mpowered?

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ORM 4P CHECKTHE PROGRAMMING ?

• Preprogram Autopilot/GPS/etc.?
• Anticipate Reroutes and changes?
• Crunch points? High terrain encounters?
• Question What is it doing? Why is it doing that?
  Did I do that?

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Develop the Scenarios

• Start with a general beginning and end and define
  the boundaries
• Construct the scenario which is meant to be a
  real world situation with clearly identified
  performance behaviors
• Authentic tasks
• Case based learning environment, rather than
  pre-determined instructional sequence

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CONTENT
WHAT

• The Scenario dictates is covered and
• The Instructor establishes the boundaries of the
  scenario

when
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CAUTION

• It is tempting to add more items in a scenario
• - adding items complicates the process in a
  non-linear fashion
• Reduce rather than increase!

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LEARNER CENTERED GRADING

• Self-Evaluation Reflective Journals
• Ability to critically analyze actions, decisions,
  and situations
• At the beginning and the end of training sessions

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Self-Management Plan(For each day the Course)

• What are my goals?
• Knowledge/skills
• Attitudes
• What do I need to do?
• What will success look like?

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Student-Centered Debriefing

• Uncover/articulate their own mistakes
• Recognize the limit of their own knowledge
• Analyze a situation or event
• Value their own observations

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Student-Centered Debriefing

• Central to experience-based learning and
  development of the individuals mental model
• Feedback needs to be non-threatening,
  constructive and supportive