Changes in aviation-related training: some examples

As stated before, aviation today faces a series of pressing challenges. It has to improve its safety record in the face of traffic growth, address the need for increased innovation, ensure air transport’s more sustainable and environmental-friendly future, take advantage of the latest technologies and processes to make aircraft more secure, etc. (ICAO, 2011b, p.3)

ICAO stresses the fact that more effective training has an important role in pursuing these challenges. Therefore it has begun to coordinate the sector-wide response through its Next Generation Aviation Professionals (NGAP) initiative. Some of these programs, such as the Multi- crew Pilot License MPL, are very successful.(ICAO, 2011b, p.3)

The New ICAO Training Policy focuses on competence-based training, putting the focus on performing, rather than just knowing (ICAO, 2011a, p.3). The Multi-crew Pilot License (MPL) approach is a good example since it focuses on the competencies required of a co-pilot on a transport-category airplane. It is a multi-disciplinary approach that brings together expertise in training, licensing and organizational certification. Unlike in flight training which is a global methodology that focuses on achieving quality objectives, in the approach of MPL, performance benchmarks are developed against a detailed job task analysis, partially specific to each air carrier. Continuous assessment of the trainees against these established baselines bypasses other traditional skill assessments (e.g. written examinations and flight tests)which only provide a momentary snapshot of a trainee’s ability to perform.(ICAO, 2011b, p.6)

Furthermore, the International Federation of Air Line Pilots’ Associations (IFALPA) has recognized that relying solely on a pilot’s technical knowledge and skills it not sufficient to safely operate complex aircraft in today’s flying environment. Crew Resource Management (CRM) was developed over 30 years ago to help address this issue. It can improve the proficiency and competency of individual pilots and flight crews as a whole, especially when it is implemented as an error management strategy. It is a define set of skills that supports pilot technical and decision–making flying capabilities by providing them with the skills needed to address human error by managing resources within an organized operational system. (ICAO, 2011b, p.13) It is important to note that CRM is not just aircrew-centric; it does not start and stop with the captain or crew. Effective CRM must be embedded within the cockpit and safety culture of the airline.

(ICAO, 2011b, p.14)

Air Navigation Service Providers seek to enhance their existing training to anticipate the significant technological and operational evolution in virtually every aspect of the world’s Air Traffic Management (ATM) system. For air traffic controllers, training is a career-long activity.

They face requirements for periodic training to refresh their knowledge, as well as training on new equipment and procedures implemented throughout their careers. Combinations of academic, simulator and on-the-job training are created and adapted to meet the specific needs of the provider. It is important to provide quality and comprehensive training to the current controller workforce on new technologies, tools and procedures to implement new systems and simultaneously continuing to operate the air traffic control system and devoting conservable training resources to ensure adequate numbers of new controllers to meet future demands.

(ICAO, 2011b, p.38)

The ATC production line in its simplest form can be described in three key phases: requirement and selection; basic skills training; and on-the-job training (OJT). Airways New Zealand developed its proprietary Total Control simulator with the objective of improving training quality and safety while reducing overall ATC training costs and timetables. (ICAO, 2011a, p.46) Also in Denmark, the training of air traffic controllers with the help of simulators has been the practice for many years. (ICAO, 2011b, p.41)

Also maintenance training has to be optimized since, over the past four decades, a great deal has changed in terms of how effective maintenance training programs are provided and measured. Methodologies have evolved from classroom presentations via computer-based training modules to on-site training with portable training media. This in turn has helped realize the “virtual classroom” where even complex troubleshooting tasks can be simulated. The role of a professional training staff has also changed; from the old-styled lecturer to engaged instructor, to a personal coach of sorts and, more recently, trainers have evolved into a type of “media and information manager”. (ICAO, 2011a, p.4) Lufthansa Technical Training GmbH uses the concept of “Blended Training”. The concept has three key elements: a competency based-approach that is student-paced and instructor-guided; a fully-integrated use of the most state-of-the-art training and simulation media; and the availability of training notes available digitally and complemented by a quick-reference handbook that features high-quality system schematics and concise system descriptions. (ICAO, 2011a, p.6)

Within IATA, the IATA Training and Development Institute (ITDI) is concerned with education.

ITDI believes in the power of the blended learning concept. There is an in-company training delivery model to reduce corporate training costs, foster innovative thinking and reduce the environmental impact of travel. The forum-style setting for classroom and onsite courses fosters a dynamic and engaging learning experience geared to improving business results. In addition, every year ITDI brings to market innovative e-learning programs that offer students flexibility for distance learning. (ICAO, 2011a, p.50)

Moreover, aircraft manufacturers offer engineering students, in coordination with their universities, stays (typically of 6-12 months) to perform relatively detailed technical work as an assessment of skills and selection tool for recruitement.