Screening
Few, if any, airlines tailor their training programs based on their new hires’ past flying experience. The airline industry has seen significant changes – some of which involve pilot demographics – that have not been reflected in our training practices. For example, there are considerably fewer former military pilots in the airline ranks than in years past. The military services extensively screen their candidates, who are generally required to have a four-year college degree, before being accepted into pilot training. Once accepted, military training provides intense and rigorous classroom academic instruction as well as in-depth flight instruction that takes over one year. Additionally, pilots today coming from non-military backgrounds often do not have the challenging experience of their predecessors on which to build – e.g. flying corporate, night freight, or flight instructing - before being hired at entry-level, or regional air carriers. These demographic changes require a new focus on standardization and professionalism training and even some fundamental flying skills. The previous training programs based on the assumption of more experienced pilot candidates will not be sufficient; “one-size-fits-all” training is ill suited to the task.
The financial commitment of training and the historical time commitment to build experience to qualify to be hired by an airline through the civilian route and the considerable time and sacrifices needed to serve in the military acted as a screening process to eliminate those only marginally interested in becoming an airline pilot. However, with new pilots being hired with as little as 200 hours total flight time (much of which could have been in a simulator) and fewer military pilots seeking airline jobs, this de facto screening process that helped ensure only the highest performing people make it to the airlines is no longer effective. Today, many regional airlines do nothing to discourage their experienced pilots from quitting so as to hire lower-paid replacements.
Flight experience and pilot capabilities cannot be measured by mere flight hours. Airlines used to have an extensive screening process that included psychology tests, academic knowledge tests, simulator flying skill evaluations and medical conditioning exams. As the number of pilot applicants declines and airlines become more desperate to fill the positions, these screening processes have been reduced and some elements completely eliminated.
Airlines need to reestablish thorough screening processes, or their equivalent, to ensure that the applicants they hire will be able to maintain an equivalent or better level of safety, professionalism and performance than their predecessors. Flight schools need to implement extensive screening processes for students pursuing a professional pilot career. Regulators need to provide the oversight to ensure that these screening tools are implemented effectively by the airlines and flight training organizations, as well as modify pilot qualification regulations to include much more rigorous education and testing requirements in order to provide a screening process that begins prior to initial pilot certification and continues at the airlines.
Command and Leadership Training
The FAA does not currently require command training for pilots who upgrade to captain. The agency does require that an applicant for an airline transport pilot certificate have knowledge of aeronautical decision making and judgment, as well as crew resource management, to include crew communication and coordination. We do not consider these requirements to rise to the level of command training. The difference between the two approaches is a focus on knowing what to do versus knowing how to do it. Training in decision making, for example, might emphasize all the things that a pilot must investigate in order to make a sound decision, but might not provide strategies for how to stick to that good decision in the face of pressure from outside entities to compromise.
The role of captain includes far more than the ability to fly the aircraft from the left seat and perform the checklists. Some airlines have courses for teaching prospective captains how to lead a crew, exercise command authority, take charge of a situation, and so forth, all of which are critical safety skills that must be learned. They are not simply inherent to being the one “in charge.” Specific training should include emphasis on setting the tone for compliance by adhering to standardized procedures. Other topics that should be trained include reinforcing the skills, aptitude, and character necessary to lead fellow crewmembers (informally or otherwise) in compliance with procedures.
Need for Stronger Academic Emphasis
The Joint Aviation Authority (JAA), now the European Aviation Safety Agency (EASA), and FAA pilot licensing requirements are both ICAO-compliant. The single biggest difference between EASA and FAA is knowledge requirements. The FAA theoretical knowledge is simply not as demanding as EASA, which has 14 written exams versus one by the FAA, which is a multiple-choice exam. The EASA exams require the student to be tested for 30-40 hours. By stark contrast, the FAA publishes its exam questions with answers provided so a student can purchase them, study the questions, and pass its single exam. Examination questions are not available for EASA exams in such a manner.
The least demanding Federal Aviation Regulations which govern commercial pilot license requirements (i.e., §61.125 and §61.155) specify the aeronautical knowledge requirements for commercial and airline transport pilot ratings. These rules were written decades ago, when there was no expectation that they would be used as minimum standards to train pilots to take jobs as airline first officers. The requirements emphasize weather and navigation, including interaction with air traffic control. There is some mention of aircraft aerodynamics and human factors, including aeronautical decision making and judgment as well as crew resource management. The regulations allow self-study and many such training courses emphasize passing the test rather than learning the material. We do not feel these requirements are adequate to prepare a professional airline pilot. The ground instruction of these subjects needs to be strengthened with required formal classroom academic instruction and more extensive testing and examination.
The EASA-approved training course for a commercial airline pilot tends to be rather structured and rigorous. FAA should develop and implement a corollary ground school and testing process in FAR Part 121 for all pilots who seek commercial airline careers. Testing akin to the quality of the Certified Public Accountant (CPA) exams or bar exam for attorneys would benefit aviation by serving as a screening tool to ensure that, in the future, only the most knowledgeable and dedicated pilots join the ranks of airline pilots.