CAT Magazine - Issue 1/2015 by Halldale Group

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Volume 26

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Issue 1/2015

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Pilot Training

Adapting to the Market

Latin American Training

Meeting the Standards Regulations

Climatic Change in the Regulatory Environment Airline Training

Changement de Culture: ATQP at Air France ISSN 0960-9024 | US $17/£8.50

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ISSUE 1.2015

Editorial comment

Commanding Virtues As we plan another WATS Conference in Orlando, I can’t help but think about all the extraordinary contributions made by presenters over the 18 year history of the event. While aviation may be a “calling”, historically it’s also attracted personalities well-suited to the leadership, responsibility and command environments that are necessarily so much a part of this industry. “The result was In a high stakes industry such as aviation, an entirely new “leadership” attributes are seen not only on the flight deck, but also in the cabin, in mainteAQP training nance, and indeed in the executive suite. In fact, a key element of Safety Management Systems approach, with (SMS) is management buy-in and the responsibility to create and nurture a positive corporate Leadership “safety” culture. The importance of executive leadership in this regard can hardly be more Decision-Making succinctly stated than in the maxim: “Corporate as the core. culture is set at the top, and measured at the bottom.” It involved an CAT Magazine has explored the issue of culture repeatedly over the years, pointing to emphasis on the three types of culture that influence how all of us think and interact in our daily lives. There’s leading people, National Culture, Professional Culture, and Organisational Culture, all of which constantly interact not merely and influence behaviour. While National Culture is obviously fairly fixed in nature, Organisational managing Culture – and to some extent Professional Culture systems and – can evolve and be influenced, with Organisational Culture being one of the beneficiaries of a procedures.” successful SMS implementation. On the flight deck, leadership and command attributes are vitally important, and few would argue that the training and capabilities of flight crew are not influenced by all these cultural forces. But the presence – or absence – of leadership and command attributes is receiving renewed attention from many of the world’s major carriers, partially as a result of the continuing embrace of AQP and ATQP, but Chris Lehman also because of high levels of global Editor in Chief personnel demand, and the patterns emerging from recent accidents and incidents. As the abstracts and speaker proposals for WATS were reviewed, I was struck by the emphasis on Leadership and Command training that came from one of the major US airlines. The preamble was that training can be misaligned. A focus on the classic stick and rudder skills

and procedures/technique training was fine, but there was little left for judgement training, strengthening decision-making, and addressing mental error. The airline recognized that these training “left-overs” had become a Single Point of Failure (SPOF). Training needed to be re-balanced. The result was an entirely new AQP training approach, with Leadership Decision-Making (LDM) as the core. It involved an emphasis on leading people, not merely managing systems and procedures. Being a leader meant making wise decisions, not just compliance under pressure. It includes the understanding of personal responsibility, individual accountability, and the demonstration of cultural and emotional intelligence. The ability to Command was dependent on Competence, which in turn was built on specific Character values, attributes and attitudes. The airline identified eight core pilot Competencies, and while only one was the traditional pilot “Technical Proficiency”, it was not diminished in any way. The other seven were: “Tasking/Workload Management”, “Time Management”, “Threat/Error Management”, “Targeting”, “Teamwork”, “Tactics and Strategy”, and finally, “Takeaway” or the retention and application of better habits, practices and priorities in line operations. We are told that a “Command Action” was defined, inspired by the trust that the public places in a professional pilot to always know what to Say, what to Do, and where to Go, under ALL circumstances. This Command Action is the focal point of all Competence and Character for the crews, and has become a template for flight planning, execution and evaluation within the airline. American Airlines will present their LDM-centric training approach at WATS, and the way it is integrated into recurrent, initial qualification and advanced training on the B777 fleet. It is one of the many planned WATS presentations that exemplify the professionalism and leadership of the training personalities that guide this industry. See you in Orlando. Chris Lehman CAT Editor in Chief WATS Conference Chair

e chris@halldale.com CAT MAGAZINE 1.2015

Contents

ISSUE 1.2015

Editorial Editor in Chief Chris Lehman e. chris@halldale.com Group Editor Marty Kauchak e. marty@halldale.com US Affairs Chuck Weirauch e. chuck@halldale.com European Affairs Chris Long e. chris.long@halldale.com US News Editor Lori Ponoroff e. lori@halldale.com RoW News Editor Fiona Greenyer e. fiona@halldale.com Advertising Director of Sales Jeremy Humphreys & Marketing t. +44 (0)1252 532009 e. jeremy@halldale.com Sales Executive, Natalie Morris North America t. +1 407 322 5605 e. natalie@halldale.com Sales & Marketing Shirley Bellamy Co-ordinator t. +44 (0)1252 532002 e. shirley@halldale.com Marketing Manager Ian Macholl t. +44 (0)1252 532008 e. ian@halldale.com

Operations Design & David Malley

Production t. +44 (0)1252 532005 e. david@halldale.com

Distribution & Stephen Hatcher

Artworker Daryl Horwell

Circulation t. +44 (0)1252 532010 e. stephen@halldale.com

t. +44 (0)1252 532011 e. daryl@halldale.com

Commanding Virtues. Editor-in-Chief Chris Lehman looks forward to WATS 2015, and the industry leadership that will be on display.

Meeting the Standards. Willem-Jan Derks takes a detailed look at the Latin American aviation training industry.

Adapting to the Market. Chris Long examines several European FTOs who have recently entered the market.

Climatic Change in the Regulatory Environment. Dr. Sunjoo Advani provides an update on evolving national and international training guidance.

Changement de Culture: ATQP at Air France. Rick Adams visits Air France to learn about their new training philosophy and direction.

Addressing the Distributed Learning Issue. Chuck Weirauch takes a close look at a US Regional Airline’s distance learning programme.

Airbus – Brand New Training. Chris Long provides an update on Airbus’ new training model.

Seen & Heard. Updates from the training and simulation community. Compiled and edited by Fiona Greenyer.

CAT MAGAZINE 1.2015

On the cover: Baltic Aviation Academy's A320 and B737 FFS Image credit: Baltic Aviation Academy

Halldale Media Group Publisher & Andy Smith CEO e. andy@halldale.com UK Office Halldale Media Ltd. Pembroke House 8 St. Christopher’s Place Farnborough Hampshire, GU14 0NH UK t. +44 (0)1252 532000 f. +44 (0)1252 512714 US Office Halldale Media, Inc. 115 Timberlachen Circle Ste 2009 Lake Mary, FL 32746 USA t. +1 407 322 5605 f. +1 407 322 5604 Subscriptions 6 issues per year at US$140 t. +44 (0)1252 532000 e. cat@halldale.com

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All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise – especially translating into other languages – without prior written permission of the publisher. All rights also reserved for restitution in lectures, broadcasts, televisions, magnetic tape and methods of similar means. Each copy produced by a commercial enterprise serves a commercial purpose and is thus subject to remuneration. CAT Magazine (ISSN No: 0960-9024, UPS No: 022067) is published 6 times per annum (February, April, June, August, October & December) by Halldale Group.

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Latin American Training

Meeting the Standards

Willem-Jan Derks takes an in-depth look at the Latin American aviation training industry and the challenges it faces.

atin American aviation has experienced unprecedented growth over the last decade. A quick look at the Latin American & Caribbean Air Transport Association (ALTA - Asociación Latinoamericana y del Caribe de Transporte Aéreo) members shows the progress of these airlines, which include the majority of the large carriers in the region. Between 2004 and 2014, the number of aircraft operated grew by 80% to 1155, increasing the number of employees by a similar percentage to over 120,000. Another interesting fact shows the modernization that occurred in parallel to this growth. The average age of the aircraft operate by ALTA members reduced from 12.2 to 7.6 years in just a decade. In fact, airlines from the region are amongst the first to operate brand new aircraft such as the Boeing 787 and Sukhoi Superjet. Ensuring good quality in new pilots joining the airline is always a challenge, and even more so in the environment of expansion these airlines have experienced in recent years. As an example, during EATS 2014, Europe’s Ryanair presented their assessment figures, showing only a 48% success rate of applicants from their selection process, regardless of their nationality, flight school or English language proficiency.

Development Aviation had, and continues to have, a significant role in transportation and the general development of Latin America due to the large distances and the complicated terrain or vegetation in many countries. This led to a development of pilot training by 06

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governments of the region early on in aviation’s history, particularly through air clubs, many of which still exist and train pilots today. Privately funded flying schools arose over the last few decades as well, often owned by or consulted by airline pilots. The training of pilots and other aeronautical personnel in this region has traditionally been strongly influenced by FAA regulations and requirements, and adapted to local realities. Besides local training options, a large number of pilots have been trained in the USA, bringing the training model they learned to fly with back to their home countries, furthering the US influence on Latin American training.

Training Results As in other parts of the world, airlines are not always finding what they are looking for in newly recruited pilots. Although psychological evaluations and profiles screen out a large percentage of those candidates that do not meet the requirements, the technical standards of gradu-

The training of pilots and other aeronautical personnel in Latin America has traditionally been strongly influenced by FAA regulations and requirements. Image credit: Halcones Escuela de Aviación.

ates do pose a challenge for airlines in the region. AeroMexico’s chief of Flight Standards Fernando Riquelme said, “In Mexico, only one or two traditional ab-initio aviation schools have the necessary elements to comply with regulations and the required quality standards.” Besides that, “the theory exams the students undergo with the authorities contain questions from books that are over 40 years old and include concepts that are not appropriate for the new generations of airplanes and their systems.” As a result, upon hiring a new pilot, the training programmes are strongly focused on the soft skills (CRM, situational awareness, workload management) and the comprehension and appropriate use of complex automated systems. Arturo Plata and Victor Hernandez of Mexican aviation school Asteca noted that there is hardly any cooperation between flight schools and airlines in their country. Many schools prepare generic pilots that can work in any field of aviation, but because of that lack more

specific training programmes. “During 2014, we approached two Mexican airlines to develop courses that are more aligned with the market’s needs, which led our school to invest in aircraft such as the Cirrus SR20 to provide a graduate profile that meets the current requirements.” According to Asteca, the airlines mention shortcomings in IFR knowledge and skills as well as situational awareness amongst others, regardless of where the students learned to fly. The additional training required to ensure the requisite

Asteca invested in new aircraft such as the Cirrus SR20 in alignment with the market’s needs. Image credit: Asteca.

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Latin American Training standards generates significant costs for the airlines. “We have worked to reinforce topics such as situational awareness, cockpit resource management (glass cockpit, flight automation), where other schools continue to apply the traditional training methods and use aircraft that allow the student to obtain flight skills but not the professional level required in today’s market. Every day, pilots need ever stronger administrative skills for a better decision making process.” Martha Muñoz, Academic director of Halcones Escuela de Aviación commented, “In Colombia there are no direct alliances between airlines and schools, although their recruitment requirements led them to look for candidates in the country’s best schools which allowed us to know the profile they look for. The airlines do not seem to support the schools in the ab-initio pilot training and unfortunately some of them started working on creating their own flight schools.” In her opinion, the most common issues detected by airlines in the recruitment processes are the pilots’ English language proficiency and IFR knowledge and skills. Some airlines have taken a different approach and a more active role in abinitio training such as Copa Airlines who created the aviation academy ALAS, together with other private and governmental entities in Panama (see CAT 1/2014).

Regulations Even though most regulations have a common base, substantial differences exist from country to country. As an example, Chilean regulations permit students of a DAN 141 certified school to obtain their Commercial Pilot license with 150 hours (versus 200 hours under DAN 137 certification). As occurs in most of Europe, this experience allows the graduated pilots to join airlines, completing their type rating to fly aircraft such as the Airbus A320 or Boeing 737. Across the Andes, Argentinean RAAC 61 regulations divide the Commercial Pilot license into two, the Commercial Pilot and the Commercial Pilot First Class. These licenses require 200 or 900 hours of flight experience respectively, allowing the Commercial Pilot to fly commercial operations in aircraft below 5,700 kgs and aircraft above this weight only in non-commercial operations. To fly in a commercial transport operation in aircraft above 5,700 kgs, the First Class license is required, basically resulting in a minimum of 900 hours to be hired as a First Officer in most airlines. There seems to be a consensus amongst many of those

Colombian training institutes understand the responsibility involved in training aviation professionals. Image credit: Halcones Escuela de Aviación.

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Latin American Training involved in the training industry that a more modern regulatory enviroment is required. Capt. William Calle, CEO of Colombia’s Halcones Escuela de Aviación commented, “Current regulations are ambiguous, and do not contemplate what the development of a complete aeronautical education programme should be. Pilots do not have the professional status they should have, and in our national classification of professions they are catalogued as an art for example.” Change is coming however in Colombia, albeit spearheaded by the training institutes themselves who clearly understand the responsibility involved in training aviation professionals. Arturo Plata and Victor Hernandez of Asteca praise the Mexican government’s effort to improve and professionalize the commercial pilot training in the country but feel there is still much to be done. “The current regulations in Mexico are designed to improve the training quality, however they only apply to new schools. Each training institute can decide to update their certification or to remain under the traditional model. This means there is a large number of graduates that do not comply with the profile required by airlines.” They feel more commitment from the training industry itself is required. “Less than five schools in all of Mexico have the glass cockpit aircraft and modern simulators that raise the teaching-learning quality of the school.” Aeromexico’s Fernando Riquelme commented, “Changes in regulation in Mexico have been very slow and gradual, sometimes even with a lack of knowledge of the current industry’s needs. It is highly necessary for the regulations to be updated so that contents and methods of the training programmes in the schools may be improved.” He adds that “some schools have collected information on their own initiative to teach new material, even though these are not required by, and therefore not controlled or evaluated by the authorities, meaning they become items of general background knowledge and interest.” Unfortunately, because of this, the students do not consider the material important, which obviously means the teaching objective is not always achieved. 10

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Common Regulations The last few years have seen a very interesting development through ICAO’s Safety Oversight Cooperation System (SRVSOP - Sistema Regional de Cooperación para la Vigilancia de Seguridad Operacional) with harmonized standards for its 12 Member States through Latin American Aviation Regulations (LAR). These LAR regulations apply to training centres for flight crew, cabin crew and dispatch training (LAR 141), type rating and advanced training (LAR 142) and maintenance mechanic training (LAR 147). The first edition of LAR 141 was published in December 2008, complying fully with Annex 1 to the Chicago Convention and incorporating the best practices applied in the region. To date, this regulation has been fully implemented by six countries - Bolivia, Chile, Ecuador, Panama and Peru. The other Member States have made significant progress (70%) in the implementation and plan to complete the process by December 2016. These standardized regulations across countries in the region were a first step in a process that will allow for mutual recognition of licenses, facilitating training and employment regionally much like the JAA regulations allowed in Europe. Furthermore, in December 2013 nine Member States (Argentina, Bolivia, Colombia, Cuba, Ecuador, Paraguay, Peru, Uruguay and Venezuela) signed the Multinational Technical Cooperation Agreement. Under this agreement, a multinational team of LAR Inspectors is sent by SRVSOP to certify training organizations for all signing Member States to the agreement. This allows the training organization to save a significant amount of time and financial resources, providing an important increase of international services they can offer and a clear perception of the high standard of quality by complying with the LAR standards. These multinational certifications of training centres under LAR 141, 142 and 147 in the region are expected to start in early 2015. According to Capt. William Calle these international norms have been an important factor in the process of improving training standards in Colombia as the LAR requirements are more demanding than the national RAC regulations. “In our country, the training organizations work to provide a good infrastructure, training programmes, and to align this education with airline

Above The new FlightSafetybuilt Embraer 190 full flight simulator located at Aeroméxico’s Training Center in Mexico City. Image credit: AeroMexico. Opposite In June 2013, LAAT became the first training centre certified under DAN 141, the local Chilean implementation of LAR 141. Image credit: LAAT.

tion, but also published the certification manual for training organizations and so far trained 202 inspectors of the different SRVSOP Member States to the regional license and training standards to ensure an efficient standardization of regulations and procedures.

Conclusion All sectors of the Latin American avia-

sometimes, french make things a little too complicated

tion industry have made considerable efforts to modernize and meet the highest standards in general. Within each sector however, there are companies that have shown more initiative (even going beyond the regulations), and others that continue to apply the traditional models. Today’s rapidly changing and advancing aviation industry requires new teaching techniques and equipment, which will only be implemented widely once the system demands these changes. Continuously improving training standards must be a joint effort between the training organizations that should aspire to raise the bar, the airlines through support to the schools that are working to improve their programmes, and finally the regional and local authorities implementing up-to-date regulations that allow them to take full advantage of the new technologies, as well as demand compliance and increased standards. Initiatives such as those of SRVSOP are fundamental in this sense and demonstrate the determination of Latin America to reach the highest standards. cat

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standards, but unfortunately there are also schools that provide the minimum infrastructure, limiting themselves to the basic contents leading to lower quality in the market.” Manuel Herrera, head of Admissions at Chile’s Latin American Aviation Training (LAAT) stresses the importance of being certified under the new standards. “In June 2013, LAAT became the first training centre certified under DAN 141, the local Chilean implementation of LAR 141. We have noticed a strong positive response from the market, especially from aviation professionals, recognizing the improved standards and resulting quality provided by this regulation. Together with the use of glass cockpit technology in our fleet and simulator, this has allowed our organization to create a new type of school in Chile successfully. We have started to see an awareness in the market of the difference between the traditional and the new training methods and regulations.” SRVSOP has not only developed the LAR regulations and their implementa-

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Pilot Training

Adapting to the Market Chris Long takes a look at some of the smaller European FTOs, and their adaptability to today’s aviation industry.

he ICAO title “Aviation Training Organisation” (ATO) now reflects a much broader range of training organisations which provide both initial and recurrent training for aviation professionals, embracing as it does the separate entities formerly designated in EASA parlance as FTOs and TRTOs. For some time now the major forecasts of demand for new entrants into aviation have identified rapidly increasing numbers - and that reality has arrived. The industry needs those new professionals now, so as a result the global training pie has hugely increased in size. The scale of demand has meant that not only have the long-established major players upped their game, but that smaller organisations and start-ups have an opportunity to capture useful market share. The nature of the training has evolved, as have the approaches adopted by some of the more modest organisations to respond to the changing relationships between the training teams, the airlines and the regulators. By the same token there are also opportunities for new manufacturers to enter the market - in particular with the lower end (low cost) training devices, where there is room for innovation and rapid reaction to the new and emerging technologies.

Baltic Aviation Academy A good example of entry into the training world is the Baltic Aviation Academy (BAA). Based at the UNESCO World Heritage Site, the capital city of Vilnius, Lithuania (country population three million), BAA is part of the Avia Solutions Group (ASG). This organisation had a turnover of US$400 million in 2013, and has just won a contract to build the new airport close to Moscow. ASG is a major supplier of virtually all support services at Vilnius and other regional airports. BAA is the primary training arm of the group, and as such it 12

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identified and responded to the strengths brought about by its geographical position as a link between the European Union, of which Lithuania is a member, and the CIS countries, whose language and culture it is very familiar with. Initially set up to provide ab initio training to pilots from Lithuania and the CIS countries, this energetic company has had to look further in both the range of training packages and geographically in order to build a sustainable customer base as the challenges of the Russian economy and relationships have impacted the initial market. Trainees now come from a very wide global base, including not just many European countries, but also those of central and eastern Asia and South America, as well as both the Gulf and Africa. Customers are not confined to selffunding students, but include many airlines. The modern fleet of Tecnam 2002s and a Tecnam 2006 are supported by a Mechtronix FNPT 2, an FTD manufactured by SoftekSim, a company also based in the Baltic at Riga, Latvia, and ground school theory using the Bristol Groundschool material. Head of Training, Indre Sveistryte, now has a full set of tools to deliver not only the CPL/IR Integrated and Modular courses, but everything is also ready for

Baltic Aviation Academy’s modern fleet includes Tecnam 2002s and a Tecnam 2006 (pictured). Image credit: Baltic Aviation Academy.

a MPL course, an option which may well be taken up very soon. . - . CEO, is driven to Egle Vaitkeviiute, place the people part of the business right at the centre of the activity, both for her team and for the entire customer base. She is proud of the fact that it is here where the advantage of having a young (average 28 years) and flexible team comes into play. Another critical underlying theme is that, rather than creating a monolithic and expensive structure, BAA aims to create partnerships where possible with regulators, airlines and other training organisations. For instance, one of the most successful approaches has been to identify spare capacity at the training facilities of airlines or other ATOs, and to place customers in that spare capacity. In that way an individual or airline can, for instance, request a Type Rating from BAA, who, if their own A320 or B737 FFSs are full, can contact and book space within that partner pool. The reverse is true also, if one of the partners needs additional training, BAA can either carry

out that training itself or find a partner who has the right sort of spare capacity available at the requested time. Through close cooperation with the Lithuanian Civil Aviation Administration, BAA now has EASA approval, and so presently offers EASA-approved training on 18 types of aircraft. That partnering idea runs throughout the business, and because the majority of the large pool of instructors are current airline pilots, they can be pulled in when necessary in a part-time capacity to complete the training, so resources are closely matched to the training task. BAA has also moved to provide support where there have been gaps in training provided by airlines or airports. Whilst some services may not have the high visibility of cabin or flight crew training, there is still a demand for appropriate training for the multitude of tasks around an airport. That can range from all ramp operations, to loading and performance qualifications, through to specific aviation English language training for these specialised tasks.

A more conventional partnership is in place with nearby Kazimieras Simonavicius University, which takes the student through a degree in Aviation Management, which of course, will provide an additional career-enhancing qualification. In-house developed software, called MOMook is the single over-reaching business management tool, which is not only a Learning Management System, but also envelops all the business finances, marketing, sales etc. This has proven to be so successful that its potential as a separate product has led to a company being set up to exploit its capabilities another example of the identification and realisation of further opportunity. By focussing on the detail, and making the whole process as simple as possible by providing accommodation, transportation and leisure time services, BAA has built a sound reputation in which the low cost base has a significant impact. The success that this has brought to the self-sponsored element has now positioned BAA so that major airlines have become involved in the process, and,

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Pilot Training given the broad product and customer base, the future is looking good. BAA has certainly proved the value of diversity and partnership.

A Combined Approach There are those in the industry who characterise the different philosophies of ab initio pilot training from each side of the Atlantic. EASA trains intensively to have the knowledge/capability/confidence to operate as a professional pilot as soon as the licence is issued. The FAA provides absolute basics in order to build hours to become competent. While the end product of both is a competent pilot, the route to that level is different in each case. The bottom line at the moment, however, is that under the FAA a low-time pilot is not legally allowed a job as a commercial pilot. On the other hand, by following a different training pattern, those holding an EASA licence can do just that. In some eyes the no-brainer solution is to blend the best of both of those worlds, by carrying out a significant part of the training in the USA, but leading to both an FAA and EASA licence. One person who had the vision to see this is Marc Kegelaers of Ben-Air Flight Academy (BAFA), based at Antwerp, Belgium. When the Florida Institute of Technology (FIT) were looking for quality European-based partners for such a dual programme, Kegelaers was delighted that BAFA was selected. The years building the business up by focussing on quality has really paid off; students are now fully engaged in this programme and will graduate with both an FAA licence and an EASA one. This combination is proving very attractive to a major European airline. This partnership is one of several that BAFA is involved with, and others are also underway. Reaching out to airlines is very important, as ATOs now realise that they have to better understand exactly what an airline requires of its new hires - and frequently merely holding a licence is not enough. Kegelaers laments the industry-wide lack of feedback from the airlines as to why so many recently-qualified licence holders do not succeed at the airline interviews and selection. The recent EATS 2014 keynote speech by Captain Andy Oâ&#x20AC;&#x2122;Shea, Head 14

Above Ben Air Flight Academy Piper Warrior III. Image credit: Ad Meskens. Left Baltic Aviation Academy graduates. Image credit: Baltic Aviation Academy.

of Training at Ryanair, pointed out that his airline only accepts 49% of the candidates holding EASA licences who apply for a job. Until the problem is understood it is very difficult to fix it. At BAFA a win-win process has been put in motion, whereby a student pilot is expected to complete a significant piece of work similar in philosophy to the thesis of a university education. The scenario is that a pupil is assigned a route from Brussels (the nearest major international airport to the training centre) to a primary European destination, operating a narrow-body jet such as a B737NG or an Airbus A320. The student then has to plan every detail. This means not just the cockpit-driven details of flight plan and drills, but all the peripheral activities, such as the tasks of a dispatcher, Air Traffic Controller, Ramp chief etc. Here it becomes abundantly clear to the student where the role of the pilot is situated in a very complex game plan not only does he/she have to understand the pilot training to complete that part, but the reason for and consequences of, the pilotâ&#x20AC;&#x2122;s actions become evident. That thesis then has to be presented to a board of experienced pilots - not just instructors from the school, but also to

current airline pilots. This gives the airline a chance to see students-in-training and to form an idea of what is coming down the pipeline. It also gives them the opportunity to shape some of the training and focus of the courses, in particular the nonregulatory part. For instance, a view of the motivation and awareness of the students becomes clear during this process, and it is entirely possible that a student can make an impression that will lead to employment once the licence is issued.

Building Partnerships Gone are the days of FTOs working by focussing solely on the immediate licencing minimums and processes. As the professional tasks have become more complex, so the range of skills to answer those challenges has grown beyond the scope of most individual players. Instead, there is a growing and common tendency to reach out to partners and share those skills to produce a balanced and thorough professional training. In particular the smaller organisations are responding more rapidly in trying to adapt and deliver more for less. The blending of talents and training has to result in a much more rounded and better preparation for real life professional flying - giving the young pilot a much needed boost at the start of what is an increasingly complex career. cat

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REGULATIONS

Climatic Change in the Regulatory Environment A regulation is a legal norm intended to shape conduct that is a byproduct of imperfection. At least, that’s how Wikipedia defines it. In any case, it is an authoritative rule on how an act shall be carried out. Sunjoo Advani, PhD., reports.

imulators are not perfect. They never will be, and they don’t need to be. Instructors and evaluators are not perfect. However, they do have the responsibility to ensure that the candidates using simulators are developing the right skills and knowledge, and not inappropriate behaviour. Training pilots in developing and maintaining proficiencies, resilience, understanding and mitigation of threats, and operating aircraft in a professional, safe manner under all circumstances is the real key. In this article, we will look at the range of regulations that govern this industry - how they evolved, where they are headed, and where the ultimate focus of our training and simulation industry lies: maintaining high standards for instructors and evaluators. Training is a highly critical component of aviation safety. Regulations are developed to ensure that the training system meets a high standard, so that both the systems we use, and the pilots who go through that training, are capable of operating with efficiency and proficiency. However, are today’s regulations adequately ensuring that the instruction

CAT MAGAZINE 1.2015

provided, tools we use, and inspections yield resilient, reliable and competent pilots? Are the standards of today the wind in our sails that lead us to a robust training for the future pilot? Or are they the anchor dragging behind our boat, impeding us whichever way we choose to sail? Are standards giving us the ability to define training devices and their use based on competency, or are we still in a never-ending cyclone of regulations that in futility are trying to catch up with technology? Most importantly, how can future regulation and training standards provide industry with the greatest service in establishing a minimum yet significant training objective in light of current safety initiatives?

Core Issues Simulation regulations continue to evolve and transform from technology-centric capability specifications to trainingdriven functionality-based guidelines. As flight simulation became a valuable asset for pilot training, it was also clear that there were differences between technologies. In order to define an acceptable norm, industry and aviation regulatory

authorities developed minimum criteria for simulator qualification. By looking at what was technologically possible, standards were established. For example, only after cross-cockpit collimating visuals were introduced by Rediffusion Simulation in 1982 did the regulations start to reflect the tests associated with these, in order to ensure the technology was meeting a minimal standard. However, different regions around the world began to develop their own standards (their airline and simulation providers came with improvements, and there were other priorities). By 2005, we had 26 device standards around the globe. Many devices were required to undergo multiple regulatory checks in order to satisfy different authorities. This is still the case, and the QTG’s and related testing have become a burdensome challenge, particularly when they need to be repeated out of formality. Strangely enough, the pilots, the training, and even the instructors in many cases are the same. In 2005, Dr. Ed Cook, then the Manager of the National Simulator Program of the FAA, signaled to the Royal Aeronautical Society (RAeS) the urgency in devel-

Image credit: Sunjoo Advani.

oping a common standard - not simply by amalgamating the current standards, but by taking a top-down approach to defining the training needs. The RAeS summoned the world’s experts in training and in simulation, to work in parallel to what became ICAO 9625 Manual of Criteria for the Qualification of Flight Simulation Training Devices, Edition 3. According to Dr. Cook, “It’s all about checking the competency of the final product: the trained pilot. While the regulator’s responsibilities include setting minimum standards, it is also true that if the regulator has done the job correctly and completely, anyone meeting those ‘minimum’ standards should be plainly seen to meet any/all appropriate safety requirement”. Standards must be written such that anyone meeting the standards described will have the knowledge and the skills to apply that experience so as to satisfactorily accomplish any task in a complete and competent manner that results in the expected outcome. If something were to occur that is unanticipated, the level of knowledge and skill appli-

cation will be immediately brought to bear so as to, again, satisfactorily resolve whatever circumstance was presented. So where has this led us? Why then do we still have so many standards for the same device? Why are there differences between operators? There are many answers to these questions, some of them legitimate, but all worthy of consideration. Let’s examine the underlying process.

Today’s Realities If you think airlines are the low-cost leaders in industry, think again: National aviation authorities operate on even tighter budgets, relying on volunteer work forces of external experts and straining their staff with high and often inefficient load factors. Yet these regulators are tasked with knowing all about the current trends, and defining the rules that will influence the industry for years to come. Furthermore, while it is expected that regulators apply identical standards between regions, the truth leaves much to be desired. The interpretation of a spe-

cific test by one regulator may differ completely with another’s, and even with the intended purpose of the test. It should come as no surprise that the demands placed on regulators are high, as they are tasked with defining operational safety standards in a challenging environment. Creating meaningful standards in the complexities of today’s environment within the constraints of the regulator’s environment is already a challenge. What we need are not just standards for the training devices in which the training takes place, but training and competence standards for instructors and evaluators. If we are to make a difference in safety, much lies in the hands of the instructor and the evaluator.

Instruction – A Fading Art To be an instructor in the past, one had to be selected for the job. You were considered the crème de la crème of the pilots, of “top gun” caliber, and highly skilled in your ability to transfer knowledge and experience to the trainee. Selection of instructors was a rigorous

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REGULATIONS process defined by the airline or training organization. Now, in today’s budget-strangled environment, there are few benefits to becoming an instructor. It means a major change in lifestyle, working hours, and it means being constrained to a less exciting job. Some airlines allow only their captains to instruct. A few choose first officers to give instruction, while inspections and proficiency checks are performed only by captains. These proficiency checks are rigorously fixed programs, established by regulatory minima. All pilots are exposed to the same failures and conditions (some now barely relevant) in order to achieve a basic standard in the training. Again, we point to the importance of regulation based on actual needs rather than meeting a plain vanilla basic minimum. A good pilot is not always a good instructor. It takes a special set of skills to transfer knowledge to the aviator, and to emphasize the correct priorities. Instructor training is therefore an incredibly important aspect of our system - an aspect that seems to vary between airlines, and it’s a fading art. In today’s economic reality, many airlines are forced to employ absolute minimum training, and to rely on their regulator to define what that minimum is. As a result, the responsibility is then shifted to the regulator. Ironically, the quality assurance can NEVER be handed over to the regulator as this is not their responsibility; they are not trainers and instructors. It would be a false sense of safety.

Solutions – Where to Next? Maintaining regulator and instructor competence go hand-in-hand. Simulators are training tools used to impart knowledge and skills to both pilots and instructor, and one needs to understand how to get the most out of them. An instructor must know how to use the device, appreciate its strengths and weaknesses, and know where it does and doesn’t mimic the aircraft. The instructor provides the training, and the simulator is a great tool - not the other way around. A good example is Upset Prevention and Recovery Training - clearly, a focal point as industry tries to reduce Loss of Control In-Flight accidents. The ICATEE 18

CAT MAGAZINE 1.2015

Figure 1 The time line of ICAO 9625. Source: Author.

working group identified that most UPRT may be conducted in flight simulators in combination with “back-to-basics” aerodynamic knowledge. A simulator instructor needs to therefore impart confidence to pilots in recognizing and immediately preventing a developing upset. Or, if all else fails, the pilot must know how to recover from that situation. Most pilots including instructors will scarcely, if ever, have seen a high pitch/bank angle excursion, or have experienced a full aerodynamic stall. As line pilots, we are rarely exposed to such events, due to the several wonderful technology safety nets protecting us from going there. Ironically, it is during those extremely rare circumstances that we do not seem to have consistent skills on how to get out of such situations. It should therefore come as no surprise that some astute airlines are placing emphasis and investment on training their instructors and evaluators on UPRT first. Some, like South African Airways, have received substantial financial support from their insurers. In this area of training, regulation is aggressively trying to catch up in order to ensure that the instructors of these “train-the-trainer” programs are adequately qualified, and that the evaluators of these are also appropriately skilled in making their assessments. Developing this tiered safety process, within the existing framework of regulation, and maintaining con-

sistency between member states will be a challenge. However, this approach is what is needed to ensure quality and safety throughout the system. Simulators cannot do everything, and particularly when dealing with upsets (see CAT Issue 6, 2014, pg. 34), and this is where an instructor’s understanding of the limitations and capabilities becomes crucial: Use the simulator properly to develop awareness, enforce the correct strategy, pay attention to the right cues, appreciate the type-specific interfaces and the training will have a better chance of prevention or recovery from upsets. An instructor that is unable to explain the shortcomings of the device, including the differences that would be encountered in reality, could propagate inadequate or negative transfer of skills. Accidents like American Airlines 587 in November 2001 are considered to have been the products of negative training transfer, despite the best intentions of the airline.

ICAO 9625 After the massive industry effort to rewrite ICAO 9625, the end result, Edition 3, was an astounding 680-page manual (the original 53-page version was like a leaflet by comparison). Seven device levels were created, Type 1 (lowest) to Type 7 (highest, like Level D + ATC). It was ready for the taking. The time line of ICAO 9625 is shown in Figure 1 above.

Slowly this document has started to see its implementation, though it has not fully aired on prime time of simulation guidance: Russia, Singapore, South Africa, Australia and China have indicated their plans to embark upon its incorporation. The FAA has taken elements of ICAO 9625 Edition 3 into its recent Notice of Proposed Rulemaking. EASA, on the other hand, intends to await Edition 4, which will incorporate: • Alignment with ICATEE’s Upset Prevention and Recovery Training (UPRT) recommendations for stall modelling, buffet matching near stall, and Instructor Operator Station feedback tools • Alignment with Simulated ATC Environment recommendations • Objective Motion Cueing Tests including tolerances • Clarifications on light-point tolerances, transport delay, grandfathering rights, and consistency with the rotorcraft edition, 9625 Vol. II ICAO has indicated that Amendment 4 will be published in 2015. The on-line version is already available.

Future Needs Looking at the current status of our industry, there is a need for practical training & testing standards for pilots. Regulation needs to develop not only a baseline requirement, but to encourage higher standards. According to former FAA inspector Arnab Lahiri, currently

heading ZenSim, “The available instructions, tools inspections are not necessarily inadequate - it is the spirit in how these are applied that seems to be often a problem”. Standards for instructors and evaluators need to be sharpened. Instructors should not lose sight of maintaining their own basic skills and enforcing these within their students. For example, if an approach is unstable, why was it that way? Programs like AQP or Evidence-Based Training rely on data derived through feedback from instructors. That statistical “data mining” is dependent on what the instructors have interpreted and observed. If instructors are not trained, they cannot always judge accurately. However, when properly established, training should indeed be evidence-based or AQP-oriented, instead of fulfilling rigidly and less relevant routines. Maybe there will come a day when instructors are evaluated by the bestqualified examiners, and regulators will have the resources to develop and enact rules in a time-effective way. Perhaps future simulator qualification will be based on type (like aircraft type-certification), rather than onerously performing multiple checks on each device, several times a year. Mutual recognition of standards from the first step would reduce latent discussion on implementation. Rethinking outside the box will

enable our industry to move out of the “back-side of the power curve”, and streamline its processes. Simulation and training imperfections need not be an impediment, but an opportunity for pilots, instructors, evaluators and regulators to develop an even safer, more resilient training system. There was a time when pilots became pilots because they were genuinely interested in airplanes. They developed a deep understanding of aeronautics, and when something unusual happened, they reacted not just from training experiences, but through that fundamental understanding. After all, aviation is - and should remain - about the passion of flight. Let’s never allow our self-created and formidably complex rules and systems to overshadow the need to pass on the beauty and wonder of this industry, from the regulators right down to the future pilot. cat About the Author Sunjoo Advani, PhD., is a graduate aerospace engineer with 33 years of experience in flight simulation. He founded ICATEE under the Royal Aeronautical Society, which led to the creation of international guidelines for UPRT. Currently, through his company International Development of Technology, he supports industry globally in UPRT implementation and other training and simulation matters.

CAT MAGAZINE 1.2015

Airline Training

Changement de Culture: ATQP at Air France Tragedy can provide a turning point. For Air France, the June 2009 crash of AF447 prompted self-examination, followed by determination. Rick Adams visited the airline’s Paris training centre to learn about their new philosophy and direction.

early six years on, the lessons of AF447 are still being learned. The Atlantic accident stunned not only Air France but Airbus and the entire aviation industry as well. It raised perplexing and in some cases still not fully resolved questions about aircraft stall characteristics, over-ocean flightpaths, over-reliance on automation, pilot fatigue, and crew training. Industry-wide, the findings from the investigation accelerated intense debate, expert working groups, and regulatory changes on flight data recorder recoverability, flight time and duty limitations, upset prevention and recovery techniques and training, as well as other issues. Closer to the epicentre of the tragedy, the fate of the Airbus A330 led to transformational changes at the Air France training centre near Paris’ Charles de Gaulle Airport, AF447’s intended destination. “After AF447, we believed we had to change many things,” said Jérôme Breuzet, Air France head of training and an A340 Captain who is transitioning to the A330. “AF447 was a terrible accident, and at the first beginning we didn’t understand how it could happen. So we looked at other airlines, how they did training.” “Before AF447 we were quite self-confident regarding training,” Breuzet explained. “We were not really involved in the international committees. After this accident we did a lot of benchmarks. Before AF447 we had many ideas of projects but we didn’t have the ability to develop them (due to regulatory constraints). This event made us change a lot of things in the last four years, and we were changing everything for the pilots.” The overhaul of Air France’s pilot training coalesced around the Alternative Training Qualification Programme (ATQP), a 20

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voluntary approach to recurrent training adopted by the European Aviation Safety Agency (EASA) in 2006, currently encapsulated in the AMC1 ORO.FC.A.245 regulation subpart on air operations published in April 2012. ATQP is also referred to by EU-OPS 1.978.

Non-Prescriptive Trend ATQP is an airline self-managed “beyond the basics” alternative to the traditional, prescribed heavy regulatory oversight “one size fits all” approach which has characterized pilot training for decades and which is still the norm in parts of the world. It parallels the Advanced Qualification Program (AQP), which the Federal Aviation Administration (FAA) began enabling for airlines in the United States in the early 1990s and is now applied by a large majority of American Part 121 and many Part 135 operators. AQP has also gained some traction in Canada, Latin America, and Japan. Available as an option for recurrent training only in Europe, airlines which have implemented ATQP include British Airways, easyJet, flybe, Swiss International, Thomas Cook, Thomson Airways, and Virgin Atlantic. Lufthansa, their subsidiary Germanwings, Alitalia, Air France’s Transavia, and other EU

The Air France ATQP programme was implemented for A320 pilots in 2013, followed by pilots of longhaul aircraft the past year. Image credit: Air France.

carriers are also pursuing their versions of the ATQP scheme. British Airways ATQP flight manager Keith Dyce lists “less unrealistic testing, more relevant training,” training proficiency and safety improvement, and “saving money from fewer line checks” as benefits to airlines. Led by flight training senior vicepresident Mark Mahoney, formerly of Thomas Cook, Emirates instituted a Gulf Civil Aviation Authority-approved ATQP programme in 2011 which is recognized as one of the industry’s touchstones (see Chris Long’s feature, Emirates Training – A 21st Century Model?, in issue 3/2014 of CAT magazine.) In Australia, the Civil Aviation Safety Authority (CASA) “intends to encourage operators to develop ATQP programs utilising EBT [evidence-based training] as the core element (in place of prescriptive regulatory approaches to training and checking),” according to a draft advisory publication, CAAP 217-1(0), issued last October.

Freedom with Responsibility Air France’s Breuzet said one key difference between the previous prescriptive training regimen and their new ATQP is that “you are able to define your own programme to meet your own needs.” However, with that relative freedom comes a significant shift in responsibility. “Before ATQP the operator was not really

responsible for the content. If you had an accident, you just had to prove that you were approved and that your simulator sessions were approved. If they were corresponding to regulation, you didn’t have any problems.” “Now with ATQP, you are responsible. If you have an accident you have to explain why you have decided to add certain exercises, why you withdrew some training exercises, why you didn’t train on a risk that could be analysed before the accident. So it’s a major change for the responsibility of the training programme.” The other radical re-vector is that ATQP is a competency-based training (CBT) and evidence-based training (EBT) approach. “Competency-based training is really different,” Breuzet commented, “because you now have more non-technical skills than technical skills evaluated. That means you may say to a captain, ‘Poor leadership, poor communication,’ and that’s not easy to hear. The pilot has to understand what the problem is to work on it, and it can take many months before you see improvement in his attitude.” Air France pilot training now integrates the core competencies defined by the International Civil Aviation Organization (ICAO), such as situation awareness, problem-solving, teamwork, and so forth, into the instructor’s evaluations of pilots during both simulator sessions

and operational line flying checks. “This was something we didn’t really do before. Crew performance was not evaluated regarding soft skills,” said Breuzet. Pilots and instructors initially had some difficulty grasping the change. Some viewed it as “a new idea coming from the States” and thought not much would change. “After a few months, seeing their grading sheets, they noticed it was not really the same.” “It takes time to change the ways of an instructor or doing checking. It changes the way of looking at the crew. For some of them, they come to an understanding in two weeks. For others it may take two or three years to feel at ease with this concept.”

Data-Driven Change It took Air France more than two years to lay the foundation for their ATQP programme, beginning in 2010, and they drew on the considerable experience of British Airways and Emirates, as well as Swiss. Representatives of the French civil aviation authority, Direction Générale de l'Aviation Civile (DGAC), were also part of the working group from the beginning of the process. “You have to work from the first day with your authorities,” Breuzet emphasised. “It was completely new. They didn’t know anything about ATQP, we needed to learn, and we learned together. If you are working alone and

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Airline Training after two years you go to your authority and give them the paperwork and say, ‘I need your approval,’ they can’t approve anything because they don’t understand what you are talking about.” The Air France ATQP working group analysed available data, including information from an IATA (International Air Transport Association) Operational Safety Audit (IOSA) designed to minimise threat and error management risks. “You have to define a process, collecting many, many data. Flight data monitoring. Quality department. Training department grading sheets. Pilot feedback from the line. You collect all this data, and you must be very efficient if you want to define your training programme based on your own needs,” Breuzet said. And despite considerable data to be sifted through, there were also gaps in their knowledge. For example: “We had no data coming from the training sessions. We didn’t know what was happening in the simulator. We had the failure rate at the end of the session but that’s all we had.” “So we understood we needed to collect more data coming from the training session. We had to work on the safety management system (SMS) issues and work on the syllabus.” The most noticeable syllabus adjustment is in the four-a-year simulator sessions (two every six months). Instead of a sim checking session each six months, there is now only one such check a year. The other three sim sessions are now focused on training. “Instructors are very happy to do more training and less checking.” And, as part of the competencybased training approach, an instructor can require a pilot to go through another, remedial sim session to work on significant weaknesses detected during a nonchecking simulator scenario (including soft skills). It’s kind of like a check, in that a pilot can be “failed,” but it’s not technically a check. The remedial session won’t necessarily be a repeat of the unsatisfactory scenario; instructors are asked to look for the root cause of the weakness, and may use a different exercise to help draw it out. “It was difficult for an instructor, in the previous training approach, to 22

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Above Jérôme Breuzet, head of training, Air France. Image credit: Air France.

be ‘free.’ If, at the end of a session, the instructor would never fly with the student, he can’t let him go [back to operational flying]. They should only go back when the instructor is confident,” Breuzet said. “We had to change also this point of view, but I think the instructors prefer this situation. From the pilot perspective it is something different that they come for training and they may fail.” Air France synthetic flight instructors have a menu of scenarios to choose from. Even if a pilot knows the list, “for every crew the scenario is different; you don’t know what the instructor is going to choose.” Pilots also don’t know in advance what effect the first situation will have on the second situation the instructor selects for the two and a half hour session. “You can’t really prepare for it.” In a fundamental renversement in philosophy, Air France also threw out its customised manuel d’utilisation de l’avion, replacing it with the aircraft manufacturers’ respective flight crew operating manuals (FCOM). Like many legacy carriers, the airline’s documentation dated to the era when OEMs provided little guidance. Operating a mixed fleet, Air France sought to make procedures “as common as possible.” In theory, a pilot could fly older generation Boeing 747-200s for a period of time, then switch to flying new-gen Airbus A320s with relatively little deviation. Breuzet noted it can take consider-

able staff to produce your own airlinespecific documentation. “Today we are flying with the FCOM produced by the manufacturer.” When Air France made that change, “pilots had to learn new procedures, flying the same aircraft but differently. ‘I’ve been flying A320s for eight years and you tell me I have to do it differently tomorrow?’”

The Evolution Continues The Air France ATQP programme was implemented for A320 pilots in 2013, followed by pilots of long-haul aircraft (A330, A340, A380, B747, B777) the past year. So it’s a little early to gauge the long-term results of the changeover. Breuzet said they have noticed improvement in the leadership competency for First Officers, but it’s difficult to ascribe the improvement solely to ATQP. Two years ago Air France also changed from a pilot non-flying (PNF) to a pilot monitoring (PM) concept during operations, getting the non-flying pilot more involved in flight management. Every three months, a special committee of about 15 people, including representatives from flight training, safety, quality, and the DGAC, reviews current data and determines whether to make further changes in the Air France program. “Many, many things have changed, and some pilots have asked, ‘When do we stop changing?’ We tell them we can’t stop changing,” Breuzet said. “It’s true that it’s easier not to change anything. But if you want to improve your safety level, you don’t have any other opportunity than ATQP for recurrent training.” cat

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0900-1030: Session 5 – FAA Regulatory Update Regulatory Panel Moderated by Rob Burke, Manager, FAA Air Carrier Training Systems and Voluntary Safety Programs Branch (AFS-280). Representatives from the FAA will present a summary of recent rulemaking changes and discuss how they affect Part 121 Training Providers. The panel will include insight on the ATP Certification Training Program, and the Air Carrier Training ARC.

1030-1115: Coffee

1115-1245: Session 6 – Air Carrier and Industry Training Insights • TBD, JetBlue • TBD • Dr. Kevin Corns, Arizona State University (ASU), Informal Learning Environments

1115-1245: Session 6 – Flight Path Management • Captain Paul Preidecker, Chief Flight Instructor, Air Wisconsin Airlines Managing Automation • TBD A New Model to Reduce Unstabilized Approaches • Captain Paul Kolisch Upset Recovery Training

1245-1415: Lunch Sponsored by FlightPath International

1415-1545: WATS Pilot BREAKOUT Session I Special Human Factors Briefing from the United Airlines Training Center – Normalization of Deviation A compelling Human Factors presentation titled “Normalization of Deviation,” facilitated by Chris Sharber, a B777 instructor. This presentation which is jointly delivered by a team from United Airlines, reviews a very prominent investigation and then relates that data to the risk of “SOP scope creep”. The presentation also utilizes SMS risk mitigation. National Simulator Program (NSP) Briefing The Atlanta-based Sim Team presents their annual WATS update and Q&A Session

1415-1545: RATS Pilot BREAKOUT Session I - Evolution of Training Solutions for Regional Airlines • Caysie Duax, Manager AQP, Horizon Air & Carl Carlson, Horizon Air The Experience with Distance Learning • TBD – Three new regional airline pilots The Regional Airline Pilot Training Experience

1545-1630: Coffee

1630-1800: WATS Pilot BREAKOUT Session II Special Panel on Getting the Maximum Training Value out of your Flight Simulation Training Devices (FSTDs) Led by Dr. Sunjoo Advani, this expert panel will include Dennis Crider, NTSB; Jeff Schroeder, FAA; Nathalie de Ziegler, BEA; Arnab Lahiri, ZenSim; Fons Claerbout, and Kip Caudrey, Boeing Flight Services

1630-1800: RATS Pilot BREAKOUT Session II Pilot Supply: The Reality of the Regionals • Stacey Bechdolt, Senior Director-Safety & Technical Affairs/Regulatory Counsel, Regional Airline Association (RAA) Update on Pilot Supply Situation and Solutions • Nancy Shane, VP of Training & Employee Development, Cape Air/Nantucket Airlines Impact of the First Officer Qualification Ruling: Pilot Success in Initial Training • Professor Kent Lovelace, Director of Aviation Industry Relations, UND Motivations on Selecting a Pilot Career

0900-1030: Session 7 – Simulation Technology Insights (all conference tracks) • Dr. Michael Mayrhofer, AMST Austria, Revolution in Simulator Concepts for Effective Pilot Training • TBD • Steve Smith, FlightSafety International, Lower-level Devices: The Data-driven Dilemma 1030-1115: Coffee

1030-1115: Coffee

1115-1245: Session 8 – Mobile, e-Learning and Training Management Systems (all conference tracks) • Rick Morgenstern, Manager AQP, Allegiant Air, Adaptive Learning Technology in Pilot, Cabin, Maintenance and Stations Training • Lou Nemeth, CAE, Closed-loop Training Systems with Integrated Social Learning and Gaming Options – A Case Study • Nathan Cross, Sun Country Airlines, A New Learning Management System 1300: Exhibition closes

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T R A I N I N G S Y M P O S I U M • Klaus Schmidt-Klyk, Head of Product Management, Aviation Industry Solutions A Quarter Century of Aviation Maintenance Training • Anneke Nabben, Training Specialist, National Aerospace Laboratory (NRL) Attitudes and Behaviour Intervention Selection Too for Aircraft Maintenance • Ryan Goertzen, Vice President, Spartan School of Aeronautics The Synergy between Schools and Airline/MRO Training Centers

1530-1615: Coffee Sponsored by MPS

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1615-1745: Session 4 – Have you Thought about This? • Dr. Jim Allen, President, Working Safe Always Training for Latent Medical and Environmental Issues • Dr. Bill Johnson, Chief Scientist, Maintenance Human Factors, FAA The New Operator’s Manual for Human Factors in Training • Phil D’Eon, President and Founder, CaseBank Technologies Inc. Using Maintenance Records and Guided Diagnostics to Improve Training

1800-1930: Networking Reception Sponsored by TRU Simulation + Training

0900-1030 Session 5 – Entrenamiento de pilotos (Pilot Training) • Pedro Herrera, COPA Airlines Threat and Error Management - Perspectiva de Entrenamiento • Fernando Riquelme, Aeromexico Compartiendo experiencias para optimizar los retos de adiestramiento en un entorno de crecimiento acelerado • Ana Maria Diaz, SRVSOP, OACI Sud America Reglamentación LAR para instrucción y entrenamiento

0900-1030 Session 5 – Emerging Trends in Training Design and Delivery • Paul Hallett, Contract Manager, Calian Inc. Student First eLearning – Modernizing Maintenance Training for an Air Force Technician School • Denis Manson, Instructional Designer, Aviation Australia Efficient and Targeted Maintenance Training Using New Teaching Technologies • Kenneth Schoepflin, Lead Instructional Designer, Airbus Miami Composite Repair for Field Technicians

1030-1115: Coffee

1115-1245: Session 6a – Atención a pasajeros (Passenger Service) • Antonio Gonzalez, Nediar Nuevas tecnologias y metodologias en entrenamiento e-learning para tripulación de cabin • Willem-Jan Derks, Latin American Aviation Training Volar tranquilo, cursos de superación del miedo a volar para pasajeros • TBD

1115-1245: Session 6a – Training and Data Collection for Risk-based Decision Making (RBDM) • Keith Frable, Primary Maintenance Inspector for United Airlines, FAA What Risk-based Decision-Making Means to the FAA and Your Training Program • Lisa Crocket, Senior Manager, Quality Assurance-LOSA, United Airlines How Voluntary Data Supports Training Development” • D. Smith, Training Manager, US Dept of Transportation Safety Institute SMS, Accident Investigation, and Non-technical Maintenance Training

1245-1415: Lunch Sponsored by FlightPath International

1415-1545: Session 6b – Tecnología (technology) • Miquel Traveria, CESDA Tablet personal para la instrucción de vuelo. Un estudio de satisfacción • Arturo Plata Zagal, Asteca Entrenamiento para aeronaves no tripuladas (RPAS) • TBD

1415-1545: Session 6b – Potpourri of Safety and Training • Nusret Bulent Topcu, Chief of Engineering, Training Directorate, Turkish Habom A System for Needs Analysis and Return on Investment • Rob Harpelle, Maintenance Training Manager, Jazz Aviation Experience with Virtual Reality for Maintenance Training • TBD

1545-1630: Coffee

1630-1800: Session 4 – TBD

1630-1800: Exhibit Time

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1230-1400: Lunch Sponsored by CAE

1400-1530: Session 3 – Current Threat and Training Solutions • Capt. John Cox, CEO, Safety Operating Systems Smokin Hot’, The Rising Risk in Aviation • Ivan Noël, CEO, Inflight Innovations Training for the Dangers of Lithium Batteries

1400-1530: Session 3 – Over The Horizon View • Gretchen Haskins, CEO, Heli Offshore Changing Mindsets Through Big Datasets • TBD • TBD The Civil Helicopter Simulation & Training Market Outlook

1530-1615: Coffee Sponsored by MPS

1615-1745: Session 4 – Evolving Concepts in Cabin Training • Paul Caldwell, Skywest Airlines TBD • Thomas Kaminski, Manager of the College of Inflight • Michaela Green, Director, Inflight Service, GoJet Airlines & Tammy Hoevel, Manager Inflight Service, GoJet Airlines Evolution of Training in an Ever Changing Industry, Implementing Initiatives, Enhancements, and Change in a Cost Driven Environment

1615-1745: Session 4 – Heli-Culture, Part 1 • Philipp Wynands, Flight Standardization Director, Bristow Academy TBD • TBD A Culture Assessment For Your Operation • TBD Mama, Don’t Let Your Pilots Grow Up to Be Cowboys: An Operator’s View

1800-1930: Networking Reception Sponsored by TRU Simulation + Training

0900-1030 Session 5 – International Perspectives on Cabin Training Issues • Allen Tang, CEO, Principal Training Specialist, Singapore Aviation Academy Evolution of Cabin Crew Training • Martin Maurino, Technical Officer, Safety, Efficiency and Operations, ICAO Child Restraint Systems: How Do We Address the Challenges at an International Level? • Doug Farrow, PhD., Program Manager, FAA & Sherry Miller, Aviation Safety Inspector, AFS-280, FAA TBD

0900-1030: Session 5 – Heli-Culture, Part 2 • Chris Drew, Principal Consultant, Baines Simmons Connecting Safety Into the Board Room: Risk-Based Decision-Makin • Elan Head, Special Projects Editor, MHM Publishing Do Women Make Better Helicopter Pilots? • Gordon Dupont, CEO, System Safety Services Moving Threat & Error Management Beyond the Cockpit For Small Operators

1030-1115: Coffee

1115-1245: Session 6 – Current and Future Training Challenges • Stephen Howell, Director, Flight Service Training & Professional Development, American Airlines Merging Two Airlines - The Journey and Lessons Learned • Michelle Farkas, General Manager, Advanced Qualification Program, Delta Air Lines TBD • Kellie White, Training Manager, Safety and Emergency Procedures, Emirates TBD

1115-1245: Session 6a – Seat of the Pants Simulation • Steven Smith, Staff Scientist, FlightSafety International Don’t Forget the Landing Gear, High Fidelity Helicopter Simulator Models • TBD Things That Go Bump in the Flight – Vibration and Motion Systems for Helicopter Simulation • Mike Phillips, Frasca International Simulating the Dark Side – Night Vision Goggles

1245-1415: Lunch Sponsored by FlightPath International

1415-1545: Session 6b – Passenger Problems, The Never Ending Challenge • Dan Duren, Sr Manager, Curriculum Development, Southwest Airlines University The Social Media Revolution Solution at Southwest Airlines • Richard Gomez, VP Education, Strategic Planning, MedAire TBD • Colette Hilliary, Flight/Cabin Attendant Program Manager, CornerStone Strategies, LLC & Shari Frisinger, President, CornerStone Strategies, LLC No Texting and Flying: Distractions, Difficult People and Determination: All can be Toxic

1415-1545: Session 6b – Tasks, Tactics, and Tracking • Gordon Wolley, Chair, IPTC Working Group Task-Specific Helicopter Flight Crew Training: Developing An ICAO Manual • Alan Brannan, CAE USA Lessons From the Lakota: What Can You Train With a Non-Motion Simulator? • Terry Myers, Director of Training, PHI Helicopter Company Increased Safety, Quality, Efficiency & Customer Service through Adopting a Training Management System (TMS)

1545-1630: Coffee

1630-1800: Exhibit Time

1630-1800: Session 6c – Missionized • Sam Eddings, Senior Training Pilot, AgustaWestland Converting to Role • Joel Flinois, Product Line Manager Civil and Military Helicopter Simulation, Thales Training & Simulation How to address civil operational training needs with new FSTDs • Christian Mueller, CEO, Next Generation Flight Training GmbH Pilot Training for CAT Operations: The Swiss Way

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REGIONAL AIRLINE TRAINING

Addressing the Distributed Learning Issue Chuck Weirauch reviews Horizon Airâ&#x20AC;&#x2122;s newly developed distance learning programme.

or those airlines considering the introduction or expansion of their distance learning programs as a means to help reduce training costs while meeting FAA requirements and actually enhancing their training programs, the choices and challenges can be overwhelming at times. First, there are many company training providers such as CAE, courseware providers like ProPilot and flight schools such as Aerosim Academy that offer packaged distance learning programs that can be tailored to specific pilot training needs. Aviation organizations such as the International Air Transport Association (IATA) are into the game as well, offering numerous online training courses. But how does one choose the best solution? Second, since a major percentage of flight schools are integrating online distance learning courseware into their curricula that can be based on mobile devices and electronic flight bags (EFBs), newer pilots may be expecting the same type training for a considerable portion of their airline recurrent training. Considering that according to a 2014 Pew Research Center study, the majority of higher learning educators in the US responding to

the survey consider distance learning as the future of education by 2020, airlines might need to move more in this direction just to maintain equilibrium with the country's educational system. Third, keeping up with FAA rules and guidelines concerning distance learning can be a headache. While the agency increasingly understands the value of the distance learning approach, the process of gaining approvals can be complex and time-consuming.

Does It Pay Off? To get that answer, all one would have to do is to ask the members of the Horizon Air distance learning team, who will be sharing their views and experiences in developing the airline's endeavor into this training arena at the 2015 World Aviation Training Conference and Tradeshow (WATS). Caysie Duax, manager of the Horizon Air AQP program and Carl Carlson, manager of Crew Resource Management (CRM), will be leading the WATS 2015 Regional Airline Training (RATS) Breakout 1 - Distributed Learning session. This session is designed to help kick off what should be a lively sharing of approaches and lessons learned towards the advancement of this growing technology for airline training. According to the Horizon Air team, distance learning is fast becoming the norm for pilot training programs. And while there are certainly benefits to this methodology, there are also challenges associated with distance learning. The challenges they have faced include the initial program set-up and approval, the availability of development resources, content management, record keeping/qualification procedures and pilot acceptance. They have found that all of this effort in employing a computer and mobile-device-based distance learning program has paid off big-time for the airline.

Horizon Air does not employ the iPads as electronic flight bags, but rather as a device to provide pilots with charts, navigation and weather data, along with utilizing it as a training tool. Image credit: Horizon Air.

CAT MAGAZINE 1.2015

REGIONAL AIRLINE TRAINING Program Overview According to Joe Hutchins, Horizon Air manager of ground training, the biggest money-saver for the airline is in the reduction of hotel costs for pilots not located near Horizon's base of operations. Under the airline's earlier traditional annual three-day recurrent training program, these aircrew members would be staying at such accommodations. However, there are savings in other ways as well, he pointed out. "It used to be a three-day recurrent ground school," Duax explained. "In time, we have almost completely replaced it, at least from a recurrent standpoint. Now it's down to four hours of on-site classroom time and technically 12 hours of home study, along with generally 10 hours of line-orientated simulator time. We started doing distance learning at least four years ago as a supplement to the classroom training, and we use computer-based training for every one of our curriculums now." The Horizon Air recurrent home study includes quarterly two-hour PC-based online courseware sessions, and another two hour training package. The on-site four hours of ground training, once a year is held in conjunction with the pilots’ recurrent simulator training event. A few months ago, the airline distributed iPads to its line pilots. When the pilots' PCs and iPads are connected online with the airline's GreenLight learning management system, they can access and complete their home study recurrent training modules. The aircrew members can also review their previously completed modules recorded and stored in the GreenLight LMS for refresher training. “We broke the CBT home study down to a quarterly program, so we don't give students all the content at one time now,” Hutchins said. “We try to give it more seasonally every three months. We run completion reports out of GreenLight, and with that, the crews get credit for the certain amount of hours that they have spent on their training modules. That information goes into their training records, along with a cross-reference system.”

Technical Issues According to Duax, one big problem was that the training content system did not 30

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initially work with the iPads that had been distributed to the Horizon Air pilot group. The reason for that problem was that the LMS was not optimized for mobile devices. This problem has since been addressed and resolved. Before, pilots were required to complete and send in their distributed learning modules only on PCs while online. “I think that the biggest thing with pilots even getting onboard with this distance learning program was the fact that they could not do it through a mobile device," Duax said. “But now, as we survey them in the coming year, we feel that their attitude towards this approach is going to improve markedly, because now they do it whenever they feel like it.” Horizon Air does not employ the iPads as electronic flight bags, but rather as a device to provide pilots with charts, navigation and weather data, along with utilizing it as a training tool. The airline expects FAA approval for a fixed cockpit mount for the iPad within the next month, although a ruggedized tablet that serves as a Class-1 EFB is already hard-mounted in the cockpit on each of the regional's Bombardier Q400 turboprop aircraft. Another problem is that the airline does not have dedicated courseware development staff to create distributed training modules. Instead, classroom instructors who routinely develop and update classroom courseware are tasked with writing the online learning modules. The instructors create this content with Articulate Storyline 2 e-learning course development software, and then publish it out to the GreenLight content host to be accessed by the aircrew members. “Unfortunately, we hire new pilots every two weeks, so our instructors are literally in the classroom all the time, and it’s difficult for them to go back and make sure that the distributed learning content is up to date,” Hutchins related. (Horizon Air has lately been hiring a little less than 20 new pilots a month.) “The upside is that we have had the airplane (the Q400) for almost 15 years. So there are not many changes on an airplane over a certain amount of time. We are not at a high risk of outdated content, but we do audit it. If I had a fear of distance learning in any sense, that's probably where it would lie, making sure that everything is up to date. In class, you get instant feedback.”

Next Steps Although Horizon Air has established a solid distributed learning program, Duax said that the airline still wants to improve it. “There are pieces of our distance learning program that we still want to implement to make it more robust,” she reported. “We are not 100 percent where we want to be. One problem is that we ourselves don't know how to make the course content superengaging, so kind of the next phase for us is to add video and animation along with simulation. But pilots can always go back and review anything that they have done in our learning management system, which is a good way to do refresher training.”

More Than a Money-Saver There was no problem in getting Horizon Air’s upper management to approve the recurrent distributed learning program - in fact, management was the one that had asked for it in order to reduce training costs, Hutchins and Duax reported. And although the original goal was to reduce recurrent hotel costs for pilots,

A ruggedized tablet that serves as a Class-1 EFB is already hard-mounted in the cockpit on each of the regional's Bombardier Q400 turboprop aircraft. Image credit: Horizon Air.

get information out to the pilots quicker. Now because we are doing CBT every three months, if we really need to get something out there, we can put it into our quarterly package or just decide to do a stand-alone CBT. It makes us more nimble this way.”

Other WATS/RATS Track Topics

the program has paid off in other ways as well. While Duax said that the biggest advantage to implementing the distance program has been saving a lot of money from hotel expenses, Hutchins added that that there were other advantages that have led to more efficiencies in the airline’s operations.

“It's not just hotels, but increasing efficiencies in general as well,” he said. “We bring someone in for four hours instead of overnight, and eight hours the next day, and in the world of Part 117, we have just bought ourselves a lot of potential pilots. So our pilots are out there flying. Another advantage is that you can

The Horizon Air-led Breakout Session 1 will also include three new regional pilots who will discuss the effectiveness and training gaps in their new-hire training programs. Session 5 will focus on an FAA regulatory update led by Rob Burke, Manager, FAA Air Carrier Training Systems and Voluntary Safety Programs Branch. Session 6 will cover the management of cockpit automation, a new model to reduce un-stabilized approaches, and upset recovery training. Breakout Session 2 will provide an update on the pilot shortage situation and the ways and means to help resolve this problem. For more details on the Regional Airline Training conference at WATS 2015 go to www.halldale.com/wats. cat

CAT MAGAZINE 1.2015

Mexican low-cost carrier VivaAerobus has chosen Training By Airbus to provide full-flight training for pilots at the Airbus Training Center in Miami and, by 2016, at a new satellite training operation in Monterey, Mexico’s North International Airport. Image credit: Airbus.

Aircraft Vendor Training

Brand New Training The arrival of the Airbus A350 XWB has served as a catalyst for Airbus to re-think the training tasks essential in support of its aircraft. Chris Long visited Airbus in Toulouse for an update.

ow branded as “Training by Airbus”, the roll out of this training model has been triggered by increasing global demand. Fabrice Hamel, Vice President Training Services, presents the ongoing expansion of the Airbus Training network, which presently features at its existing centres at Toulouse, Hamburg, Miami, Bangalore and Beijing, but will shortly embrace Mexico City (in 2015) and Singapore (in 2015) all of which offer one-stop-shop training on all Airbus types, and the A320 Training Centre Delhi. Nor will that expansion stop there. The principle of providing training closer to the customer airlines will see more sites coming on stream in the future. Only these centres will provide the Airbus branded and approved syllabus and training tools. Other training organisations deliver their own syllabus which matches the requirements of local regulators.

New Training Philosophy Alongside the development of these training facilities, Airbus has continued its evolution in training tools and methodology. Naturally, it is still essential to understand the individual systems, but to a far greater extent than earlier gener32

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ation aircraft, the relationship and interaction between all the systems needs to be thoroughly assimilated. To achieve this big picture view of the aircraft, the underlying principles have also been adapted, with “Learning by Doing” being facilitated through extensive use of the virtual aircraft to explore and understand the systems and their interdependence. Alongside this change, the sequencing of the training has been adapted to make use of these new capabilities. Gone is the relatively sterile formula of intensive, classroom-based theoretical training followed by a staged progression in practical training. Now, as soon as a concept or introduction to a system is addressed, there is immediate access to a virtual aircraft to demonstrate the relevance and practical use of that knowledge.

Adaptive Tools Several platforms are used to deliver this new training syllabus. Most of them are familiar in principle, but their capabilities have been expanded to encompass the broader syllabus now being used. The breakdown of systems is clearly explained on the tablet issued to trainees. The virtual aircraft is available on this device, and free exploration of opera-

tions is encouraged. This is not gaming, but the free-play allows the effect of operations on groups of associated systems to be immediately seen and learnt. For maintenance crews this Airbus Competence Training (ACT) provides a clear understanding, and presents the information in an engaging format. It has proven not only to be popular with the trainees, but, critically, has been shown to be much more effective for the long-term retention of knowledge. There is also a significant reduction (50%) in the time needed for training on an actual aircraft an attractive option for the accountants. Integrated into this is training for the Cockpit Onboard Maintenance Terminal and Air Nav - a source of all maintenance manuals, which, just like the systems, are interlinked. Immediate access to this information during both training and day-to-day operations gives a tool which is both familiar and all-encompassing.

Airbus Cockpit Experience The design and shaping of the training pattern for the A350XWB was first covered in CAT 3/2012. A primary tool developed during that process, the Airbus Cockpit Experience (ACE), is now mature, and has built up considerable time in training the crews of the first operators. The concept has proven to be very effective and, importantly, particularly popular with those doing the courses. Consequently retention of critical information has improved. Underlying the baseline parameters for this pattern are Evidence Based Training, Threat and Error Management and Competency Based Training. These have all moved well beyond mere academic theory and are now completely embedded in the ACE. As with the ACT, the key is to combine interactivity and Learning by Discovery with alternating exposure to the theory and practical elements of the training. This pattern is also characterised by the early introduction and use of the virtual aircraft, the APT+ (an upgraded Airbus Procedure Trainer) and the full flight simulator (FFS), the latter

as early as day eight of the course. An underlying theme is that the “Need to Understand” is heavily emphasised, so that the days of simply learning by rote in order to pass the end-of-course tests are long gone. It has sadly become evident during the investigation of incidents and accidents that the “Startle” or “Surprise” factor which occurs during abnormal/emergency situations can seriously impair flight crew performance and their reaction to those situations. Having absorbed that information, the Airbus team now integrate those factors into the practical phase of the training, largely carried out on the APT+ and the FFS. Given that a lot of the training is now scenario-based, it is possible to incorporate a wide range of unscheduled events, and thereby help crews to learn how to control their own reaction to unexpected occurrences. This is part of the training - not a pass/fail test. When fly-by-wire aircraft were first introduced, it was assumed that the then current generation of pilots had a wellestablished competency in basic manual flying. The aim of the conversion to the new generation aircraft was primarily to familiarise pilots with the improved automated aids to flying. The world has moved on, and pilots coming to the Type Rating courses, even those crews with a high number of hours, do not necessar-

ily have the same underlying confidence and competence in manual flying. So, in a reversal of sequencing of the initial practical training activity, considerable emphasis is now placed on manual flying skills. As mentioned in the earlier article, the first four sessions in the FFS focus on manual flying of all phases of flight, thereby establishing an understanding and confidence in the basic A350 platform. Only then are the huge range of automated options gradually introduced to lead to the ability to operate the aircraft with the maximum of safety and efficiency.

Assessment However carefully the development team at Airbus had designed the training pattern, the proof of its effectiveness has to come from those outside Airbus itself the customer airlines and the regulators. During the period July - September 2014, some 16 airline pilots with either FAA or EASA licences completed the course, together with four evaluators from EASA and the FAA. This group included pilots who had no experience of Airbus aircraft. They were given the course appropriate to their experience. Those who had not flown Airbus types before inevitably had the longest course, whilst others completed the Cross Crew Qualification (CCQ) course suited to their experience.

Airbus is keen to report that the feedback was uniformly positive. This new philosophy and pattern was apparently very well received by the control group. Some of the quotes of “Learning by Discovery big thumbs up”, “I’m happy to say that you got it right” and “potential of the new learning tools is fantastic”, give an indication that evolving the training to match new tasks and learning processes to the culture of the current generation of pilots has been successful.

Further Proof CAT was present at the delivery of the first A350 XWB in Toulouse in December 2014. This was to Qatar Airways, who have themselves established a reputation as a customer who expects to get the highest standards of product to facilitate the delivery of their own target of excellence. The satisfaction expressed during the handover ceremony praised the overall preparation for entry into service of the new aircraft. The flight and cabin crews relished the opportunity to operate a state-of-the-art aircraft and felt confident in being able to deliver that in future operation. Certainly the demonstration flight gave every indication that the operating crews were competent and confident in their role, so demonstrably the training has worked for the new team. cat

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‘a Passion for Excellence’ C A T M A G A Z INE 1 . 2 0 1 5

World News & Analysis

Seen&Heard A compendium of current news from the civil aviation training industry, compiled and edited by the CAT editorial team. For the latest breaking news and in-depth reports go to www.halldale.com. PILOT TRAINING

Expansion in the Middle East In response to the rapid and continued growth of the aviation industry in the Middle East, Emirates-CAE Flight Training (ECFT) will further expand its second Dubai training facility located at Dubai Silicon Oasis. As part of the expansion, ECFT will increase the number of bays from five to ten and add two new full flight simulators (FFSs), one Boeing B737-800W and one Gulfstream 650, as well as a CAE Simfinity integrated procedures trainer (IPT) and state-of-theart virtual classrooms. ECFT has also announced a long-term pilot training agreement with flydubai which will provide instruction on the Boeing 737-800 aircraft to those interested in having an opportunity to fly for flydubai. The programme is offered to commercial pilots who have less than 1,500 flying hours. The programme is currently underway at the Emirates-CAE Flight Training and Dubai Silicon Oasis (DSO) centres. Upon successful completion of the programme, pilots will be able to apply for any potential vacancies at flydubai and may then be invited to undergo a comprehensive evaluation and interview process. CABIN CREW

HELICOPTER

A Busy Year for Air Formation

Sikorsky S-92 Training in Brazil

One measure of the increasing demand for aviation training is illustrated by the new orders at Air Formation, a Toulouse, France, based company. The range of training covers not just flight deck crews, but also cabin crew and maintenance teams, and extends to courses on Security, Regulation and Aviation English; many of these bound together with heavy emphasis on CRM. Last year nearly 9800 trainees came through the system, and already this year about 5,000 are scheduled to complete their training with Air Formation. Recent orders cover a wide range of tasks and companies: - Airbus Group: Over 120 orders representing about 1,200 trainees. This year will mark the 10th anniversary of the partnership with Airbus. - Zodiac Aerospace: Air Formation has 34

CAT MAGAZINE 1.2015

been delighted to receive an order for Human Factors and SMS training for the Zodiac industrial site of Niort, France. This will extend to 700 trainees over the next two years. - UTC Aerospace Group: This is for annual training schedule which numbers 74 days of training for 750 trainees. - Snecma Safran: 5000 trainees to train before December 31, 2016. - Turbomeca Safran Group: Training on the Turbomeca Safran syllabus is scheduled for over 650 trainees. - Daher Socata: In addition to the partnership with Daher Socata to deliver the TBM 850/900 type rating course, the manufacturer entrusts Air Formation with the training of their ground engineers. - Thales Group: More than 70 engineers are already enrolled in the training program “Operational Environment”.

CAE and Líder Aviação, the largest helicopter operator in Brazil, are now offering S-92 Sikorsky aircraft training at CAE's São Paulo training centre near Congonhas downtown airport. The S-92 training program is an extension of the joint venture between CAE and Líder, and will support flight training for all of Líder's S-92 pilots. Training will also be provided to other helicopter operators, including operators serving the growing demand for transportation in the offshore oil and gas fields of Brazil. The FFS provides both initial and recurrent training for all S-92 variants training programs include a turnkey 'wet' solution with simulator training delivered by qualified instructors as well as advanced classroom training and brief-debrief capabilities.

JETPUBS

TRAINING SERVICES

New Learning Centers

FlightSafety International has entered into a comprehensive long-term agreement with Air Methods, to provide four Level D qualified full flight simulators at the company's new Learning Center in Colorado, which is scheduled to open in 2016. The Learning Center will be equipped with simulators for the Bell 407GX, Airbus AS350 B3, Airbus EC130T2 and Airbus EC135. The Airbus EC135 is currently being used by Air Methods at FlightSafety's Learning Center in Dallas, Texas and will be the first simulator to be installed. The remaining three will enter service once FlightSafety completes the design, development, and manufacture of the simulators. FlightSafety and Abu Dhabi Aviation have signed a Letter of Intent to establish a Learning Center in Abu Dhabi. The first phase of the Learning Center is scheduled to open in September 2015. The 8,000 square meter facility will accommodate eight full flight simulators and feature classrooms equipped with advanced technology training systems. Phase two will double the size of the Center and increase the number of flight simulators to 17. MAINTENANCE

New Training Facility TRU Simulation + Training plans to establish a new maintenance training facility for current model Cessna and Beechcraft aircraft. The facility will be located on the Textron Aviation Mid-Continent campus in Wichita, Kansas. When completed, the existing space will be converted into a fully renovated training center equipped with TRU Simulation + Training courseware and aircraft maintenance instruction, classrooms and a flight line hangar. Cessna and Beechcraft owners and operators will experience courses ranging from avionics initial theory to engine run and taxi for the different aircraft models and will train on a combination of actual aircraft and TRU Simulation + Training maintenance trainers. The new facility is scheduled to be ready for Beechcraft maintenance training in January 2016 and for Cessna maintenance training in January 2017. Future plans include expanding the training offerings to include Cessna and Beechcraft models that are no longer in production. SOFTWARE

MINT Wins New Customer MINT Software Systems has signed a software agreement with Virgin Atlantic Airways for the implementation of the fully web based MINT training and ATQP management software MINT TMS. Virgin Atlantic will use the new system for effective license and qualification tracking and pilot training management, with a focus on electronic grade sheets and records for ATQP data analysis. The agreement includes the fully embedded electronic grading functionality and ATQP management for cockpit crews. Virgin Atlantic Airways intends to implement the MINT hosted SaaS (Software as a Service) deployment across all functional workgroups of the airline's training department.

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Service Agreement Pelesys has signed a long term service agreement with Cargolux to provide its maintenance, ground staff and flight operations departments a complete Training Management and Deployment System (TDMS), which includes Pelesys' newly launched Training and Resource Scheduling platform. The solution will be a Software as a Service (SaaS) solution and includes Pelesys' 747400/-8 type rating training courseware and over 29 Special Operations software titles. All courses provided will be available to Cargolux crew members via Pelesys' CrewPad, a tablet-based solution that will provide Cargolux pilots with the ability to complete their training online or offline while continuing to maintain training compliance, complete audit control and data security.

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CAT MAGAZINE 1.2015

World News & Analysis PILOT TRAINING

Airline Pilot Training Partnership CTC Aviation has been selected as 'partner of choice' by European Pilot Selection and Training (EPST) of the Netherlands to deliver training and placement services, initially for its popular Europilot programme. This partnership will see CTC Aviation providing professional airline pilot training to 'frozen' ATPL standards at Crew Training Centres in both the UK (Southampton and Bournemouth) and Phoenix Goodyear in the USA for up to 50 EPST trainee pilots annually. EPST Europilot applicants will be required to demonstrate, with EPST in Maarsen, their suitability for airline pilot training and subsequent employment before commencing 6-months of ATPL theory training and examinations with CTC Aviation in Southampton, UK.

Trainees will then commence CPL flight training on Garmin 1000 equipped Diamond DA40NG and DA42NG aircraft and simulators at CTC Aviation's newest training centre in Phoenix Goodyear, Arizona before then returning to the UK to complete Instrument Rating training in Bournemouth, UK. Multi-pilot Airline Jet Foundation Training Course (AJFC), which includes Multi-Crew Cooperation training (MCC), will be completed at EPST's training centre in Maarsen in the Netherlands. As part of this new agreement, EPST will work in partnership with CTC Aviation's Airline Resourcing team to facilitate airline placement opportunities for the Europilot graduates. Aircraft type rating will be carried out either by EPST, CTC Aviation or an employer airline.

Simulator Manufacturer

New Player in the Market The landscape of simulator manufacturers is continuously changing. The last 30 years or so have seen mergers, take-overs, new start-ups and then another round of mergers. Frequently these start-ups try to emulate the big companies, and often do not bring new ideas or methods, but concentrate on lowering cost. Not so for Venyo, a new player from Belgium which is entering the simulator world with both a very special technical solution and a specific commercial approach. When Fabrice Cornet started flying, first as a hobby then professionally, he came into contact with simulators, and being an IT engineer, he was disappointed with the performance of these machines, in terms of fidelity, reliability, maintenance and cost. He believed that by using the methods and techniques he had learnt and used as a specialist for banking and stock market IT, he could make a much better tool. With a small group of engineers and backed up by some solid fund providers, he started the company in 2009. From a blank sheet of paper, and with a high quality target, they started work on their proof of concept B737 FTD (flight training device) which was first displayed at Le Bourget in 2013. Technical Solution To ensure fidelity and pilot acceptance they chose to use original Boeing hardware for anything that the pilot touches - from the seats to the smallest button, the pilots will immediately feel “in the cockpit”. Behind the panels everything is custom built. Using the latest IT techniques and custom built processors, data busses etc. they arrived at some very interesting results. When trying out the device I could clearly see the extremely 36

CAT MAGAZINE 1.2015

rapid repositioning, the fidelity both in handling and in systems, the crisp displays and the very intuitive and customizable IOS. The whole device is transportable on a trailer and can be set up in three hours. Power consumption is so low only one 220V/20A outlet is needed! Today a 220° projected visual is installed, but a fully collimated 240° will be available as an option. Although initial EASA certification as a FTD is expected in the coming weeks, the device was designed as a FFS and a full motion level D will be available in the coming years. Commercial Approach On a commercial level Venyo wants to go a separate route. The device will not be offered for sale, but be available on a power by the hour basis, and taking advantage of the transportability, will not ask for long term commitments. With no capital investment and low risk for the customer, this device should attract a large spectrum of airlines. Although prices have not been disclosed yet, this device could also be a good player in the MCC and MPL world. Being able to start with a clean sheet of paper, having solid engineers with novel ideas and with the pilots involved from day one, this company had an opportunity to do something special. The commercial solution will allow smaller companies to bring training in house, or to absorb an increase in training needs without going to the expense of a second full flight simulator. Venyo extends an open invitation for anyone interested, to try out the device located at Charleroi Airport. – Captain Jacques Drappier

MAINTENANCE

VISUAL SYSTEM

Training Provider Approval

Lufthansa Using eyevis LED-DLP Projectors

Lufthansa Technical Training (LTT) has been approved as a training provider by the aviation authority of the United Arab Emirates, the General Civil Aviation Authority (GCAA). LTT can consequently hold GCAA-recognized aviation basic and type training courses. Category A and category B1.1 (both aviation engineers) and B2 (avionics engineers) basic aviation training courses in accordance with GCAA-CAR 66 (Civil Aviation Regulation) are entered in the certificate of approval. Type training courses for the Airbus A320, A330, A380, Boeing 737NG, 737CL, B747-8 and 777 aircraft models are also approved. Following the successful completion of the aviation training courses, LTT can provide the participants a GCAA "Certificate of Recognition". With this certificate the graduates can then have the respective aircraft types entered in their local license at the GCAA authority. LTT now has, either itself or via joint ventures, up-to-date approvals from seven aviation authorities, including EASA, RFAA and CAAC.

Within the scope of a long-term test Lufthansa Flight Training has equipped the visual system of one of its Boeing 747-400 simulators with new DLP projectors of type ESPLHD-1000 of the German manufacturer eyevis. LFT is using for the first time DLP projectors with LED-illumination for a Level D flight simulator, and replaces a LCoS projector. Inside the simulator three projectors illuminate the rear projection area, creating an outer view of 150°x40°. Through the internal automatic color control and a special hardware-blending, no differences or transitions are visible between the three channels. With 10 fL (foot Lambert) brightness for daytime simulations and 0.003 fL for nighttime, the projection system exceeds the German FAA’s requirements due to higher brightness during daytime simulations and a lower black value for night vision. The eyevis LED projectors exceed all of the German FAA requirements for a level-D flight simulator. A s i A

P A c i f i c

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SOFTWARE

Copa Airlines Chooses AQT's ATMS AQT Solutions has signed a software agreement with Copa Airlines to implement its web- and mobile-based ATMS Aviation Training Management System. Copa Airlines will use the new system for compliance, qualification tracking and crew training management, with a focus on AQP, scheduling, records and analysis. Copa Airlines will be utilizing ATMS to build training curriculums, manage training requests, plan courses, administer records, schedules and e-learning from the web or mobile devices. Additionally, instructors can grade training on the mobile device even without an active internet connection. The data is then aggregated, automatically stored and synchronized with the main database and the training results can immediately be accessed for operational purposes or further performance analysis.

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CAT MAGAZINE 1.2015

World News & Analysis ATC TRAINING

SHORT FINALS Airbus EC145 Training FlightSafety International is to offer training for the Airbus EC145 helicopter. The design and manufacture of the FS1000 simulator is well underway and it is expected to receive Level D qualification and enter service at a FlightSafety Learning Center early in 2016. The new simulator will be equipped with FlightSafety's VITAL 1100 visual system and Crewview glass mirror with 200 x 60 degree field of view and 60 inch electric motion base.

50,000 Trainees in 50 Years Airbus Helicopters Training Services (AHTS) has completed the instruction of its 50,000th trainee, marking a new achievement for this wholly-owned subsidiary of Airbus Helicopters. This milestone was achieved during an EC225 rotorcraft T1 type rating course for mechanics.

Police Pilot Contract Airways Aviation has been awarded a new contract to train pilots for the Royal Oman Police Force. The company has been training the Royal Oman Police Force aeroplane and helicopter pilots from zero experience through to full commercially rated pilots at both VFR and IFR levels for a number of years. This latest contract will see a further 20 pilots undertaking ATPL studies at Airways Aviation's facility on the Gold Coast in Australia.

FSTD Qualification The Finnish Aviation Academy (FinAA) in Pori, has received EASA FTD 2 and FNPTII qualification on their two Frascabuilt Diamond DA42 NG FSTDs that were delivered earlier this year. The two devices feature Frasca's TruVision™ Global visual system, Frasca's Graphical Instructor Station (GISt™) and many other features.

CBT Suite CPaT has been selected to provide Northern Aviation Services, based in Alaska, with B737CL, B737-200 and Specialty Systems Training Programs. CPaT Global is also providing Northern Aviation Services with their Learning Management Systems (LMS), CPaT Mobile iPad App, General Subjects, and custom exams.

FlightPath International Mike Lewis has joined FlightPath International as director, Market Development. Mike joins the company after 35 years with Bombardier where he held various positions, most recently as the director, Sales, Support and Operations where he was responsible for supporting the sales of Bombardier Commercial Aircraft. Mike will be operating from the FlightPath corporate office in Alliston, Ontario. 38

CAT MAGAZINE 1.2015

Airways' Stringent Standards Attract Saudi Students A group of 28 Saudi Arabian students are undertaking Airways’ air traffic controller programme in New Zealand. The students, from Saudi Arabia's civil air service provider General Authority of Civil Aviation of Saudi Arabia (GACA) and Saudi Arabia National Guard, will study English for their first year in New Zealand, and then commence air traffic control training with Airways in the following year. This will be the third group of Saudi Arabian air traffic control students that Airways has trained. Airways' head of Training Sharon Cooke said that Airways has enhanced the English Language requirements of the training programme to assist the students further in their training. The students will spend an intensive year with either Nelson Marlborough Institute of Technology (NMIT) in Nelson or Kaplan International College in Auckland studying English, before attending Airways' Palmerston North campus for 12 months of air traffic control training. Airways used social media to create a learning community with the students before they arrived in New Zealand, with a dedicated Facebook page supporting them on anything from questions about their studies to their homestay environment and the culture in New Zealand. ARRIVALS & DEPARTURES

FlightSafety International FlightSafety International has announced a number of promotions. David Davenport has been promoted to executive vice president, Commercial. David's responsibilities include management of the Sales, Marketing, and Operations organizations for FlightSafety's business and commercial aircraft training. He joined FlightSafety in 1996 as assistant manager of the West Palm Beach Learning Center and most recently served as senior vice president. The company has also promoted Raymond Johns to executive vice president, Government. Ray joined FlightSafety as senior vice president in 2014. He is responsible for the company's global government business. Ray leads the activities of FlightSafety Services Corporation; the design, manufacture, and support of flight simulation equipment and visual systems; as well as the training services FlightSafety offers to government and military agencies around the world. Yannick Kerrious has been promoted to manager of FlightSafety's Learning Center located at the Paris-Le Bourget airport in France. He assumes this responsibility from Patrick Dulac who has retired from the company. ARRIVALS & DEPARTURES

Beacon Management Group Scott Foose is to join Beacon Management Group as vice president - Aviation Operations. Captain Foose joins Beacon from the Regional Airline Association where he was the senior vice president Operations and Safety representing North American regional airlines in Washington, D.C. He was the association's senior advisor for industry affairs responsible for working with key officials at the Federal Aviation Administration, Government Accountability Office, National Transportation Safety Board and aviation stakeholder organizations on a wide variety of public policy issues.

PILOT TRAINING

PILOT SUPPLY

New Contract Signings

Discussing Pilot Shortage

CAE has signed a series of civil aviation training solutions contracts worth more than C$220 million with airlines and aircraft operators worldwide. CAE has sold one Airbus A320 FFS to the flight training centre of Uzbekistan Airways, the largest airline in central Asia. The simulator will be delivered at the end of 2015. Air China, a long-time CAE customer, has purchased a Boeing 787-9 FFS as well as a CAE Simfinity integrated procedures trainer (IPT). The simulator and training device will be deployed to the Air China training centre in Beijing in mid-2016. Emirates-CAE Flight Training (ECFT) ordered two simulators, a Boeing B737-800W and a Gulfstream 650, as well as a Gulfstream 650 CAE Simfinity integrated procedures trainer (IPT) and a series of virtual simulators. The devices will be delivered to ECFT's Dubai Silicon Oasis (DSO) training facility over the next 12 to 18 months. Ryanair has ordered two B737NG full flight simulators which will be delivered at the end of 2015 to Ryanair's Stansted Airport training centre in the United Kingdom. CAE has also signed a new training services agreement with the airline extending a relationship that has been in place since 2001. The agreement includes the recruitment, selection, and type-rating training of new pilot cadets and experienced Captains for the B737NG aircraft. Training will be conducted at CAE's training centres in Amsterdam, London and Brussels. Other contracts include the renewal of CAEâ&#x20AC;&#x2122;s training service outsourcing agreement with legacy carrier Iberia for ten more years; the renewal of long-term training services with Turkish Airlines; an ERJ170 training services agreement with Compass Airlines; the sale of a full flight simulator to a customer in the United States; and the sale of a CAE Simfinityâ&#x201E;˘ XR integrated procedure trainer to Aegean. CAE has also signed a three-year exclusive agreement with Elit'Avia and a four-year exclusive agreement with International Jet Management on 14 different aircraft types. Both companies are new customers to CAE. Training on 14 aircraft types including models for Bombardier, Dassault, and Gulfstream will be conducted in CAE training centers in Dubai, UAE; London, United Kingdom and Amsterdam, Netherlands.

Representatives from the White House, Federal Aviation Administration (FAA), major US airlines, including Delta, America, United and Allegiant, and regional carriOperations Conference ers Flight ExpressJet, Horizon, GoJet, Cape Air and Envoy met at Embry-Riddle Aeronautical University's Daytona Beach Campus in January for a two-day Pilot Supply and Demand THE FLIGHT OPERATIONS Summit. MANAGER IN THE 21ST CENTURY Boeing has forecast a need in North America over the next two decades for 88,000 new commercial pilots. StrinHOW SHOULD THE TRANSITION FROM THE COCKPIT TO gentTHE new FAABE safety training rules to qualify first officers OFFICE MADE? andLONDON the looming demand for new pilots is creating the need / 17 - 18 MARCH 2015 for comprehensive solutions from the airline industry, reguIn most management roles lators and to address the potential professional there is aeducators career progression prepares the manager pilotthat shortage. for each new role. However, in "We were asked by the airline industry to convene a sumthe case of flight operations mit management, composed of airline representatives, federal officers and a pilot is often promoted straight the the critical issue of pilot supply," industry leaders to from discuss with no applicable saidcockpit Dr. Tim Brady, Dean of the College of Aviation at Embryexperience or training. Riddle. "Despite a national debate on both sides of the pilot Thisissue, conference will provide supply the regional airlines are already feeling the effect. and future flight pilots has already begun to impact Thecurrent shortage of qualified operations managers with them deeply." real tools and methods to take Pilot and Supply away use. Summit discussions included new FAA flight training standards, manufacturing demands and forecasts, www.aerosociety.com/events regional and legacy airline pilot attrition and hiring demands. Sponsor Potential solutions to the crisis were also proposed.

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THE THE FLIGHT FLIGHT OPERATIONS OPERATIONS MANAGER MANAGER IN IN THE THE 21ST 21ST CENTURY CENTURY HOW SHOULD THE TRANSITION FROM THE COCKPIT TO HOW SHOULD THE TRANSITION FROM THE COCKPIT TO THE OFFICE BE MADE? THE OFFICE BE MADE? LONDON / 17 - 18 MARCH 2015 LONDON / 17 - 18 MARCH 2015 In most management roles In most management roles there is a career progression there is a career progression that prepares the manager that prepares the manager for each new role. However, in for each new role. However, in the case of flight operations the case of flight operations management, a pilot is often management, a pilot is often promoted straight from the promoted straight from the cockpit with no applicable cockpit with no applicable experience or training. experience or training. This conference will provide This conference will provide current and future flight current and future flight operations managers with operations managers with real tools and methods to take real tools and methods to take away and use. away and use. www.aerosociety.com/events www.aerosociety.com/events Sponsor Sponsor

CAT MAGAZINE 1.2015

World News & Analysis

CONFERENCE REPORT

INAIR 2015

The University of Zilina moved this year’s INAIR conference to Prague and it proved one of the best yet. The speakers came from a wide range of countries as well as Slovakia, and there was strong representation from the academic world – unusual in aviation training circles. However, this conference is not all about training – it covers a wide range of topics which happen to include training. There was an interesting presentation from the CEO of Pardubice Airport, a regional airport in the Czech Republic. This made the point that airports have to make profits as well as providing the services required, not an easy task for a regional airport only about 150 kms from Prague, but which is making headway and does now attract some airlines who will pay their way. Not all speakers were from the east of the continent, but included Austrian, German, Danish and UK presenters. In the pilot training part of the programme, there was an interesting presentation on pilot psychology, which is a subject rarely covered elsewhere and which provoked discussion. Other presentations related specifically to marketing European training around the world and to the challenges facing this global industry of ours. One should never forget the tremendous efforts that have been made by Professor Antonin Kazda and his team to establish the University of Zilina as the leading university in the field of air transport in the region. Since becoming independent of the old Soviet Block, the university has grown to be leading in that part of Europe in all fields relating to transport, but none more so than the field of air transport and they are to be congratulated on staging this event annually for several years. This may not be the largest conference but it does attempt to cover a wide range of subjects all particularly relevant to those states in what was Eastern Europe. They are not seeking to become a rival to EATS or WATS, but to service the needs and issues affecting these emerging states now largely forming a part of the European Union, and the event deserves to continue for many years to come. – Peter Moxham, FRAeS

CAT MAGAZINE 1.2015

FLIGHT SIMULATOR

First ALX Sale to Myanmar Alsim has announced its first simulator sale to Myanmar. The Myanmar Aviation Academy has bought the all-in-one ALX simulator with the single and multi-engine version to enhance its training. Established in December 2012, the Myanmar Aviation Academy (MAA) is the country’s first independent provider of internationally standardized integrated aviation training center. It provides training programs in compliance with ICAO's standards and recommended practices, to fulfil both national and international needs for aviation professionals. TRAINING SERVICES

Mobile Solutions Rockwell Collins has unveiled a new program that will equip pilots, flight line maintenance and service repair technicians with intuitive and realistic on-the-go training on mobile devices. The first mobile courses were demonstrated at I/ITSEC 2014. Among the demonstrations were the familiarization training application on the Rockwell Collins MultiScan ThreatTrack™ weather radar on a tablet. In addition, the company is introducing new capabilities which enable customers to view its technical publications and training products electronically from any mobile device. Options enable customers to download specific training tasks and specific publication references, focusing resources to save time and money. CABIN CREW

Cabin Crew Training for Eritrean Airlines Based on the trend towards expansion in the African market, Egypt Air Training Center recently received a high-level delegation from Eritrean Airlines to discuss ways to expand cooperation in the fields of cabin crew training for Eritrean Airlines crews. The delegation had a tour to learn about the advanced capabilities available at the Training Center, and the visit included various types of simulators such as A320/A330/A340/B777/B737 to train pilots, as well as the training of cabin crew on advanced training devices, such as emergency procedures training on the CEET. FLIGHT SIMULATOR

A320 FFS for Sichuan Airlines L-3 Link Simulation & Training’s (L-3 Link) Crawley, UK-based operation has been awarded a contract from Sichuan Airlines to build and deliver a fifth Airbus A320 RealitySeven™ full flight simulator (FFS). The new system will be one of the first A320 FFSs to be equipped with dual heads-up displays, enabling pilots to view flight information as they simultaneously look outside the simulator cockpit. This latest A320 FFS will be installed at Sichuan Airlines’ training center in Chengdu, China, and be ready for training at the end of October 2015. Designed to Airbus standard 1.9, the RealitySeven simulator uses commercial-off-the-shelf technologies to reduce trainer life-cycle costs and is integrated with L-3 Link UK’s eM2K motion system. ARRIVALS & DEPARTURES

SimCom Training Centers Michael (Mike) Young has joined SimCom Training Centers as director of Training Operations and Quality. In this capacity, Mr. Young will be responsible for the standardization, regulatory compliance and continuous improvement of SimCom's existing training programs. He will also work with training center managers, courseware developers, simulator production and subject matter experts on the development of new training programs and courses to be delivered through SimCom's training center network. Prior to joining SimCom, Mike Young worked at FlightSafety International, where he most recently served as director of Programs, Embraer.

HELICOPTER

Twin-Turbine Helicopter Sim Heli Aviation, LLC, located at the Sarasota International Airport, has significantly enhanced its helicopter flight training capabilities with a twin-turbine, dual control, advanced training device (AATD) from ELITE Simulation Solutions. The ELITE® S623T is a full crew resource management (CRM) trainer and features an enhanced visual system, fully enclosed cockpit, autopilot, automatic flight control system (AFCS), and advanced avionics including an EFIS and Garmin 430WAAS. The S623T, modeled after the Airbus AS355, is certified by the FAA and can provide the maximum allowable flying credits toward the instrument rating, 25 hours toward the ATP rating, 50 hours toward the commercial rating and 7.5 hours toward the Private rating. SOFTWARE

BoldIQ Technology to Enhance Jeppesen Solution Jeppesen has selected BoldIQ's scheduling technology to enhance development of its products and solutions for its business aviation customers. "Enabling customers to make intelligent and integrated decisions in real time is what we are all about," said Roei Ganzarski, president and CEO of BoldIQ. "This relationship is in line with the quality and customer focus that Jeppesen is renowned for in aviation and is a great affirmation of the value we provide aviation and other industries worldwide."

"BoldIQ offers remarkable scheduling technology that will further Jeppesen's ability to provide industry leading information and planning solutions for our customers in business aviation," said Dr. Stefan Karisch, director, Jeppesen Optimization and Value Strategy. "As we continue the development of products and services that provide our customers with a distinctive competitive advantage, BoldIQ technology will serve an important role in this process."

The Civil Full Flight Simulator Census The online Civil Full Flight Simulator Census covers over 1450 simulators and now shows even more data including: • Owner • Location • Aircraft type/family • Engines • Manufacturers (simulator, visuals, motion platform) • Image generator • Display windows • Display field of view • Motion system • Qualification level • Approval authority • Contact details

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halldale.com/sim-census CAT MAGAZINE 1.2015

World News & Analysis

Next Issue of CAT Magazine

Index of Ads

Issue 2/2015 of CAT Magazine, the WATS issue, will be published on 7 April with features including: - Airline Training Profiles on Qatar Airways and American Airlines - Helicopter Training - Maintaining the New Generation of Jet Transport Aircraft - Low Cost Training Devices - Show report from AAETS 2015 in Korea and the Lufthansa Human Factors Conference More details of these features are at halldale.com/magazines/cat/next-issue To advertise in CAT Magazine please contact your regional representative: In North America: Natalie Morris [t] +1 407 322 5605 [e] natalie@halldale.com

Rest of the World - Jeremy Humphreys [t] +44 (0)1252 532009 [e] jeremy@halldale.com

ACS Hydraulics www.acshydraulics.com 19 Aerosim www.aerosim.com

Alsim www.alsim.com

APATS 2015 Conference www.halldale.com/apats 37 Axis Flight Training Systems www.axis-simulation.com

CAE

Calendar Airline simulation & training events organised by Halldale Group and CAT Magazine 21-23 April 2015 WATS 2015 â&#x20AC;&#x201C; World Aviation Training Conference & Tradeshow Rosen Shingle Creek Resort, Orlando, Florida, USA www.halldale.com/wats 15-16 September 2015 APATS 2015 â&#x20AC;&#x201C; Asia Pacific Airline Training Symposium Centara Grand Convention Centre, Bangkok, Thailand www.halldale.com/apats

Other simulation & training events 17-18 March 2015 The Flight Operations Manager in the 21st Century London, UK www.aerosociety.com/events 11-14 May 2015 RAA 40th Annual Convention Cleveland, Ohio, USA www.raa.org 9-10 June 2015 Challenges in Flight Simulation London, UK www.aerosociety.com/events 15-21 June 2015 International Paris Air Show Le Bourget, Paris, France www.siae.fr/EN 25-30 August 2015 MAKS 2015 Zhukovsky, Moscow, Russia www.aviasalon.com/en

CAT MAGAZINE 1.2015

HELICOPTER

Airworthiness Approval The European airworthiness authority has validated Airbus Helicopters' flight training and support services in China, endorsing the high quality standards of these operations and their contribution to safety in one of the world's most rapidly-growing rotorcraft markets. The approvals involve European Aviation Safety Agency (EASA) certification of the CGAMEC joint venture's maintenance, repair and overhaul (MRO) activities, located in Shenzhen, to Part 145 standards; along with the qualification of Airbus Helicopters China's full flight simulator in Beijing for the EC225 rotorcraft.

www.cae.com OBC CTC Aviation Group www.ctcaviation.com

European Pilot Selection & Training www.epst.com

FlightSafety International www.flightsafety.com

IBC

ICAO Global Aviation Training www.icao.int/training 31 JETPUBS www.jetpubs.com

17 & 35

L-3 Link Simulation & Training UK www.L-3com.com 5 Multi Pilot Simulations B.V. www.mps.aero 8

Commercial Aircraft Sales

November 24 2014 to February 2 2015 Aircraft type

Number

Operator/Buyer

A321ceo

4 ANA

A320ceo

9 Frontier

A320 neo

A350xwb

8 Finnair

Azul

Pan Am International Flight Academy www.PanAmAcademy.com Pratt & Whitney www.pw.utc.com 21 RAeS Conference www.aerosociety.com/events

A330-900neo 25 Delta

Simulator Census

A350-900

25 Delta

B737

Air China

www.halldale.com

B737-800

BOC Aviation

B737MAX7

5 Jetlines

B737MAX200 100 Ryanair B747-8F

Silk Way West

B777-300ER

Kuwait Airways

B787-9

Air Europa

B787-10

3 ANA

Q400 Nextgen

25 (10 opt.)

Q400 Nextgen

2 (Conv opt.)

Alaska Air

Q400 Nextgen

15 (10 opt.)

GECAS

CRJ200SF

Jazz

1 IFL

E175

Skywest

ATR72-600

Lion Air

MRJ

JAL

IFC

TRU Simulation + Training www.TRUsimulation.com

WATS 2015 Conference www.halldale.com/wats

Advertising contacts Director of Sales & Marketing Jeremy Humphreys [t] +44 1252 532009 [e] jeremy@halldale.com Sales Representatives North America: Natalie Morris [t] 407 322 5605 [e] natalie@halldale.com South America: Willem-Jan Derks [t] +1 954 406 4052 [e] willem@halldale.com

23 - 28

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Training is our World

Complete aviation training solutions

Cadet Training

Crew Training

Simulation Products

Crew Sourcing

More cadet training

Complete portfolio of

Broadest range of

Completely flexible,

options and locations

tailored training solutions

high fidelity simulation

responsive and compliant

than any other network

conveniently located

products in the aviation

staffing solutions from

with CAE Oxford

close to you.

training industry.

CAE Parc Aviation.

Aviation Academy.

cae.com/civil-aviation aviationtraining@cae.com CAE_Inc