1993-09-01

Integrated Flight Crew Transition Training for the Advanced Flight Deck Aircraft 932599

The advent of advanced flight deck aircraft has forced flight crew training from the traditional “stand-up” method of instruction to an integrated method using computer-based training (CBT) and flight simulation in the “ground school” phase of transition training.
CBT integrated with instruction in the Flight Training Device (FTD) has proven to be the most cost effective and valid approach to solving the training problems presented by evolving aircraft technologies.
Personnel responsible for development and presentation of this new training style, and their requisite professional skills, have evolved, also.
The results have been an overall cost reduction in flight crew transition training and an increase in successful training rates for advanced flight deck aircraft.
The purpose of this paper is to examine the decisions, actions, and results occurring in the development and execution of a flight crew transition training program for an advanced flight deck aircraft, specifically the MD-11.
Training considerations and strategies highlighted in this paper may be applied across the spectrum of advanced aircraft. The new approach to transition training emphasizes development of cognitive skills rather than motor skills. This new approach is applicable to aircraft involving state-of-the-art cockpit displays, computer-controlled systems, and flight crew interaction with a flight management computer.
These new technologies demand that students become immersed in the dynamic, real-time environment of aircraft flight at the start of transition training. Properly sequenced CBT lessons reinforced with timely FTD training periods apply the sound and highly effective instructional design axioms of one-on-one instruction, learn by doing, learn by repeating, and experience being the best teacher.
While traditional courses of instruction spend many hours in the classroom explaining how to pilot an aircraft, in this system of training the students simply do it. And the most exciting aspect of this training is that they do it in ground school. The result has been the shift of a substantial number of learning objectives from the “flying” portion of instruction to the ground portion.

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