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FAA/Industry Training Standards Program- UPDATE
Presentation to Center for General Aviation
Research Name Thomas K Glista, FAA, Aviation
Safety Inspector, FITS Program Manager Date
June 28, 2006
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Overview

• Why FITS?
• History
• Accident Causal Factors
• Changing Environment
• FAA Flight Plan
• What we are doing wrong
• Mission
• What is FITS Training?
• Who is Involved?
• Resources
• Programs/Studies

The airport runway is the Most important
mainstream In any town. -Norm Crabtree
FAA/Industry Training Standards
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Why FITS-History

• New Technologies produced initial spike in
  accidents
• Bonanza
• Lear Jet
• Malibu
• Cirrus
• Main Causal Factor-Pilots not being trained for
  the technology

http//www.faa.gov/education_research/training/fit
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Accident Causal Factors

• Fatal Accident Causality is driven by Pilot
  Related Issues

• Percent of Fatal Accidents
• 73
• 10
• 9
• 8
• ___________
• 100

• Major Cause
• Pilot
• Mechanical/Maintenance
• Other
• Unknown
• ___________
• Total

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The General Aviation Operating Environment Is
Changing

• Airspace Changes-ADIZ, TFR, etc.
• Security Changes-Hassle and delay factors
• Airline Changes-Fewer and fuller flights
• New cockpit and aircraft technologies- Avidyne
  FlightMax, Garmin G1000, Adam, Cirrus, Diamond,
  Eclipse, Lancair, etc.
• Rules cannot keep pace
• General Aviation is no longer a monolith- Sport
  pilot to BBJ
• EQUALS
• GA is being used as a transportation option

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FAA Flight Plan
By FY 2009, reduce the number of general aviation
and nonscheduled Part 135 fatal accidents to no
more than 319. from 385, which represents the
average number of fatal accidents for the
baseline period (1996-1998)
Target for 2005-No grater than 343 Actual Total
350 Target for 2006-No greater than 337 So far,
on target
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WHAT WE ARE DOING WRONG

• Train to pass the test, rather than practical
  operations in a modernized NAS
• Emphasis on training maneuvers, rather than
  aeronautical decision making/risk management
• Insufficient emphasis on use of new flight
  technologies and procedures (GPS, moving maps,
  multifunction displays, autopilots) After you
  get your certificate, you can learn that stuff
• Long product cycle times for regulations and
  related products (ACs) Measured in years versus
  short product cycle time for industry-Measured in
  months or weeks
• Obsolete training curricula
• Inadequate use of new training technologies
  (Simulation devices)

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Our Mission Imperative

• Mission Improve pilot learning to safely,
  competently, and efficiently operate a
  technically advanced piston or light jet aircraft
  in the modern National Airspace System (NAS).

Imperative Implement training that reduces the
human error element and accelerates acquisition
of higher-level judgment and decision-making
skills.  
Bottom Line Structured way to teach pilot to
safely, competently, and efficiently operate a
technically advanced piston or light jet aircraft.
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What is FITS?

• FITS is a joint government-stakeholder initiative
  designed to reduce the total number of general
  aviation accidents.
• This means using scenario-based training to
  effectively integrate
• Risk Management
• Aeronautical Decision Making
• Situational Awareness and
• Single Pilot Resource Management into
• EVERY flight operation!!
• FITS is non-regulatory and incentive based

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What is FITS Training?

• FITS uses scenario-based training and
  industry-developed training materials to help
  pilots
• Master automated systems
• Identify and manage/mitigate risks
• Safely maximize pilot performance in the National
  Airspace System
• Use SBT to effectively integrate
• Risk Management
• Aeronautical Decision Making
• Situational Awareness and
• Single Pilot Resource Management into
• EVERY flight operation!!
• Student Centered Grading
• Both instructor and student grade and compare

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Scenario Based Training

• Highly structured script of real-world
  experiences to address flight training objectives
  in an operational environment.
• Is an example of problem-based learning (PBL)
  instructional methods that are being used in
  other disciplines to facilitate the enhancement
  of learning and the development and transference
  of thinking skills.
• Scenarios raise experience levels faster than
  traditional maneuvers based training-correlation
  between experience and effective decision-making.

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Student Centered Grading

• Describe
• Describe the physical characteristics and
  cognitive elements of the scenario activities.
• Explain
• Explain the physical characteristics (Maneuvers)
  and cognitive elements (SRM) of the scenario
  activities
• Significant instructor effort will be required
• Practice
• Will be able to practice the scenario activity
  (both maneuvers and SRM)
• Coaching, instruction, and/or assistance from the
  CFI will correct deviations and errors
• Perform (Maneuvers)
• Perform the activity without assistance from the
  CFI
• Errors and deviations will be identified and
  corrected by the PT in an expeditious manner
• Manage/Decide (SRM)
• Gather the most important data available both
  within and outside the cockpit, identify possible
  courses of action, evaluate the risk inherent in
  each course of action
• Make the appropriate decisions without instructor

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Single Pilot Resource Management

• The art and science of managing all resources
  available to a single-pilot to ensure the
  successful outcome of the flight.
• Task Management
• Automation Management
• Risk Management
• Aeronautical Decision Making
• Situational Awareness
• CFIT Awareness

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Who is Involved

• COE/CGAR
• Embry Riddle Aeronautical University
• University of North Dakota
• Initial Partners
• Recip-Cirrus
• Turbine-Eclipse
• Other Partners
• Insurance
• Manufacturers
• Training providers
• Training developers
• Advocacy groups
• Universities
• Pilot and owners associations
• Fractional

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Resources

• Generic Syllabi Include
• Transition
• Recurrent
• Instructor
• Private/Instrument
• Avionics Specific
• GPS
• Multi-Function Displays
• Integrated Cockpit
• Specific Syllabi Include
• Adam
• Garmin

• Documents Include
• FITS Criteria
• DPE Guidance
• Instructor Guide
• Inspector Guide
• Course Developers Guide
• Personal Minimums Checklist
• Personal WX andRisk Assessment Guide
• Levels of FITS

http//www.faa.gov/education_research/training/fit
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Programs/Studies-Results Accomplishments

• MTSU
• FITS Curricula
• 3 Sets of students
• ERAU/UND
• TAAP lab
• Laboratory validation
• Maneuvers study
• Data base
• CFI seminars
• FAA inspector FITS evaluation training and
  guidance
• FAA inspector TAA training
• Articles
• FITS acceptance
• Partnerships

http//www.faa.gov/education_research/training/fit
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Programs/Studies

• 2002
• Study industry safety practices
• Develop generic syllabi
• Partner with industry
• 2003
• Evaluate syllabi
• Data collection
• Product changes
• Inspector/examiner training modules
• Instructor training modules
• Course developers guide
• Avionics standard
• More industry partnerships
• Middle Tennessee State University

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Programs/Studies (cont.)

• 2004
• Meetings
• OEM Help
• TAAP Lab
• Mini-Grants
• Maneuvers study
• Establish a database (http//fits.aero.und.edu)
• Document review

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Programs/Studies (cont.)

• 2005
• CFI seminars
• Frederick, MD
• Denver, CO
• Wichita, KS
• Daytona Beach, FL
• Duluth, MN
• SRM/Automation management
• SCG and debriefing

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Programs/Studies (cont.)

• 2006 (Pending)
• Generic stand alone syllabi-
• private, commercial, and instrument flight
  instructor
• Scenario based practical test standards
• private, commercial, and instrument flight
  instructor
• Supporting guidance
• FAA Inspectors Handbook (8700.1) Designated
  Pilot and Flight Engineer Examiners Handbook
  (8710.3)
• Training development for Inspectors and DPEs
• CFI Seminars
• Chicago, Oshkosh, NC, St. Louis, West Coast (?)
• On-Site Evaluations
• UAA Training Program Development
• Train the Trainer-UAA

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Questionshttp//www.faa.gov/education_research/tr
aining/fits/