Development of Confidence

The learner’s confidence often comes from their trust of the instructor.

Does your instructor inspire confidence? Do they have a vested interest in your training? Do they get excited for you when you reach a milestone like your first solo? Do they come up with creative ways of teaching when you are having difficulty? Or do they become frustrated when you’re not getting it and complain that they are “too good” to “still be a CFI?” 

• READ MORE: How Do You Obtain a Student Pilot Certificate After a Break in Training?

While you don’t necessarily have to like your instructor, you do need to respect them, and they need to respect you for learning to take place. If respect is not present, the best thing to do is change instructors.

Practice and Drill

“Why are we doing this again?” the learner asked when the CFI asked for a demonstration of ground reference maneuvers. 

The answer is because practice and drill increase proficiency, and proficiency results in confidence. A good portion of your flight training will be reviewed to make sure you consistently meet the airman certification standards (ACS).

On the ground drill can mean taking practice knowledge tests—as few as 10 questions at a time —until the material is learned, or going through practice check ride oral exams until the material is understood, not just delivered by rote.

What Hurts Confidence

Confidence is shaken if the learner gets the impression the CFI is making up answers to questions or if the CFI puts the learner into dangerous situations, like flying in a thunderstorm or icing conditions.

Some CFIs make excuses, like the CFI who flew into a closed airport twice (two different airports) with a learner because he didn’t check the NOTAMs. I asked the CFI why he didn’t check the NOTAMs before the flight and was told “that’s the student’s job.” Riiiiiight. Apparently he hadn’t taught his learner how to check NOTAMs because no one taught him.

• READ MORE: When Flight Training Stalls

If a flight is going poorly, the worst thing an instructor can do is tell the learner “just sit back, I’ll take us back to the airport.” It’s much better if the CFI engages the learner, if at all possible. If they don’t physically want to fly, have them run the radios, do navigation—all the while asking them to take the controls again.

The exception to this is when the learner does something willfully dangerous, like attempting to buzz something on the ground or not listening to the CFI when they tell the learner to go around. If the CFI has to take the controls to prevent a crash because the learner cannot follow directions, remove them from training.

Disengaged CFI

If the instructor views teaching as a chore, or complains how they want to move on, the learner can start to wonder if they are truly getting an education or simply paying for someone else to pad their logbook. This erodes learner confidence.

I wish I had a dollar for all the times I have heard pilot candidates remark they weren’t sure if they learned anything from their CFI because the flights were pretty much the CFI just sitting there. There was no feedback, good or bad.

A lack of communication can make a learner doubt themselves. I tell my learners if I am quiet in the cockpit, they are doing a good job. I learned to say this because a rather anxious young man was worried I was upset with him as his father had warned him, “It’s never good when a woman is quiet.”

Identifying What Makes You Anxious

If there is something that makes you anxious about flying, let your CFI know what it is. A good CFI will help you deconstruct the issue and come up with a workable solution for improving your confidence.

For example, if you are worried about getting lost, plan a dual cross-country flight using only pilotage and dead reckoning. Cover up the magnetic compass and make the GPS and VOR off-limits for this exercise.

The CFI might even toss in a divert. On the next flight add in a VOR (if available) and have the learner triangulate their position. Once you have that down cold, add in the GPS as a backup measure during cross-country flights.

Landings

Landings can cause anxiety. The ground is rushing up at you, and if you don’t have good airspeed control or there’s a crosswind that is taxing your capability, it’s easy to scare yourself.

Break down the process to identify the items that are giving you the issue: Is it staying ahead of the airplane? Run the checklist to get a better grasp on the procedures and “chair fly” the pattern, identifying what speeds and altitudes you are at on each leg.

• READ MORE: The Art of Ground School

If you are having trouble determining when to flare, have your CFI demonstrate how to fly 6 inches over the runway in the landing attitude, then do a go-around. The learner repeats this maneuver until they get comfortable.

Crosswinds

Since we can’t control the weather, an aviation training device (ATD) is excellent for learning how to handle crosswinds.

Start with crosswinds at 30 degrees and work up to 90 degrees and increase velocity. The learner gains muscle memory in the sim that can be replicated in the aircraft. Then make it a point to fly on wind days to get real-world experience.

You will be surprised at how much more confident you feel

Check Ride Oral Exam

It is often said that check ride failures most often happen during the oral exam rather than the flying portion.

If you have test anxiety, ask your CFI to set up mock oral exams for you. These need to be more than just reading out of the oral exam guide. Have another CFI put you through your paces. 

Understand that the purpose of the mock oral exams is to find the soft spots so that they can be reinforced before the actual check ride.

Overconfidence

The opposite end of the spectrum is the overconfident pilot who resents instruction.

If the learner has flown with another CFI who didn’t do preflight and post-flight briefings, or didn’t use a syllabus or emphasize checklist use, the learner can become resentful of the replacement CFI, suggesting they are trying to undermine the learner’s confidence by showing them what they don’t know. That’s the wrong attitude for a learner to take.

Every time you fly with a different CFI, anticipate you will learn something, just as CFIs pick up something from each learner they fly with.

CFIs need to be careful not to criticize the previous instructor, or say things like, “I can’t believe you don’t know this.” That can be a challenge sometimes, like when the learner doesn’t do clearing turns or use the rudders in flight.

“My other instructor told me not to do that,” or “my other instructor never made me do that,” are red flag phrases which usually translate to “something was lost in translation.”

If a learner is successful in another aspect of life, like their career, they can be of the mind that learning to fly will be very easy for them. When it isn’t, that can be a challenge to their self esteem.

The CFI can help the learner by pointing out that learning is a process, and anything as skill and knowledge dependent as flying is going to take time and practice and patience. Both the learner and CFI need to recognize this so that learning can take place.

The post The Confidence Factor in Learning to Fly appeared first on FLYING Magazine.

This year I met several newly minted flight instructors and flight instructors in training who wish to do more than build their hours from the right seat. They want to be good teachers of flight. I really hope they meant what they said.

Training the Trainers

One of my great joys is working with CFI applicants who share the mindset that instruction is important and not just a way to build hours.

I will train teachers, not time builders. To do otherwise would be a disservice to future pilots.

The Problem With Shortcuts

We compared notes about applicants we’d encountered who had gone through accelerated training programs for CFIs.

While there are people who do very well with “quick ticket” training,  the fact is a few day courses don’t really teach you how to be a teacher. The only thing that does this is experience.

We all start out green. Time and practice is the only way to achieve seasoning.

Nearly everyone had a story to tell about the CFI applicant who wanted to take shortcuts just to pass the check ride.

They didn’t know how to organize a lesson, create a lesson plan, or offer a critique, but they had memorized the check ride. They parroted things they read off the internet. The mindset was “you’ll learn to teach after you get the ticket.”

This is unfair to the person who you are supposed to be teaching. They are paying for instruction, and you should be able to deliver. If you cannot do that, get out of the right seat.

Options to Improve CFI Training

Ideas were floated on improving the quality of flight instruction in the U.S.

The top suggestion was to increase CFI pay to entice them to stay on the job for more than one year. That’s the average time spent teaching for the pilot who is building their hours toward ATP minimums.

The theory is that spending more time as a CFI would enable these people to become better teachers. More experience doing something does tend to improve your performance. I submit, however, that unless that person really wants to be a CFI, this amounts to putting lipstick on a pig. 

If the candidate thinks flight instruction is beneath them—and there are some who do—no amount of money in the world is going to change that. Often their attitude comes across in the cockpit and the classroom.

Also, many smaller flight schools don’t have the revenue to support this business model, or they see all CFIs easily replaceable, saying their lack of experience justifies the low pay.

In many cases, working full-time as a CFI is too financially challenging. And even though they are good teachers and enjoy the job, many CFIs leave the profession for higher paying careers in other industries. 

Quality Over Quantity

Another suggestion was to create a training metric for CFIs, such as a set number of hours logged as dual instruction received post-commercial certificate to qualify for the CFI check ride, or be paired up with a CFI with more experience in a mentoring relationship before you are permitted to endorse anyone for a check ride. For example, the newly minted CFI would need 100 hours dual before they can sign off a client. 

These are intriguing ideas, but I am reasonably certain that in the U.S. with the pilot shortage and the “hurry up” mentality of so many flight students, any FAA rule changes would go over like a skunk on the dance floor at prom. Frankly, it would be too cumbersome and limiting in the training environment we have today.

CFI Responsibility 

There were also discussions about stressing the role of the CFI as a teacher and a coach.

Our job is to guide the learner in all facets of training air and ground. The learners don’t know what they don’t know, and no CFI or flight school should take advantage of their lack of experience.

There was a particularly painful story about a private pilot candidate who was at a school that provided both Part 141 and Part 61 training. The learner was flying under Part 61 and limited to flying just once a week, although they had the money and time to fly more frequently. 

According to the learner, as they compared flying lessons to music lessons, which are often just once a week, they didn’t know that flying more frequently would accelerate the learning process.

The CFIs—there were several—were fine with the once-a-week lesson, and according to the learner, never suggested an increase in lesson frequency. The learner allegedly spent thousands of dollars and several months “taking rides with multiple CFIs” but never soloed. 

If a CFI determines they cannot teach a particular client, the ethical thing to do is terminate the relationship. If you’re both frustrated, it’s in both of your best interests. It is far better if your CFI says, “I am not the right instructor for you,” than for them to keep showing up and taking your time and money. Often this breeds resentment.

Flight Training Is a Partnership

Sometimes CFIs encounter pilot applicants who have a participation trophy mindset when it comes to flight training.

Just showing up and going through the motions is not enough in aviation. We need to be clear that both the CFI and learner need to apply themselves and be accountable for their performance.

For learners who are successful in other aspects of their lives, this self-reflection can be painful at times. If you don’t meet performance standards as put forth in the ACS, it doesn’t make you a bad person. It just means you need more practice or a different approach to learning.

You won’t enjoy every part of your training— there will be days it seems tedious and difficult. There will be the dreaded learning plateaus that will make you question your life choices. There will also be those days with “aha!” moments, where the stars align, and the knowledge and skill come together.

You will get a sense of satisfaction and accomplishment that a relatively few in the human population achieve. This is particularly true when the designated pilot examiner (DPE) hands you your temporary certificate.

But to get there you need to work with your CFI—and they need to work with you.

The post Improving CFI Training Remains a Never-Ending Goal appeared first on FLYING Magazine.

Answer: You’re in luck. The paper student pilot certificate was issued by the aviation medical examiner (AME) and not done through IACRA as we know it, so it is doubtful the learner already has an IACRA account.

• READ MORE: Is There an Official Weather Briefing

All you have to do is sit down with the learner and create a new application. Simply follow the prompts and fill out the application. In a few weeks he will get a plastic student pilot certificate in the mail.

Also, don’t forget to also verify the learner’s citizenship and give him a TSA endorsement, which have become requirements since 2002.

Do you have a question about aviation that’s been bugging you? Ask us anything you’ve ever wanted to know about aviation. Our experts in general aviation, flight training, aircraft, avionics, and more may attempt to answer your question in a future article.

The post How Do You Obtain a Student Pilot Certificate After a Break in Training? appeared first on FLYING Magazine.

Although it is common for learners to imprint on their instructors, the fact of the matter is that the training connection is a business relationship. There needs to be communication about goals, how to achieve them, progress made, what has been accomplished, and what needs to be done. 

When you are a novice pilot, it can be a challenge to determine if progress is being made. When it becomes clear that it isn’t, it is time to make a change.

Flying Once a Week—Or Less

To make progress you need to fly on a consistent basis. This can be a challenge given limitations on instructor availability, airplane availability, learner availability, or finances.

There is no way anyone can make progress when you fly just once a week or a few times a month. You need a minimum of two lessons per week, three would be better, for learning to take place.

If you don’t have the money or time to fly at least twice a week, now may not be the time to pursue flight training. Save up the money and carve out the time to train. 

Flight Lessons Longer Than Two Hours

Just as flying too little hampers learning, so does flying too much.

Flying is fatiguing both mentally and physically. The cognitive demands, noise, and vibration of the aircraft can wear you out. Learning will not take place if you are tired.

It is not uncommon for pre-solo novice pilots to book five-hour lessons in the aircraft thinking they can knock out huge chunks of training in one lesson. This usually doesn’t work due to the fatigue factor.

You will need to build up endurance in the cockpit just like you do when learning to play a sport. For flights out to the practice area and back, two hours of flight time might be on the ragged edge.

While the FBOs gladly take your money and the CFIs will rack up the hours, you probably won’t get much out of it after about an hour in the air. Flying is too expensive to become self-loading ballast, so consider keeping the pre-solo flights to the practice area and in the pattern no longer than 1.3 hours. When your endurance increases, lengthen the lessons.

Too Early for Ground School?

It is never too early. Most of what you do in the airplane is best taught on the ground in a classroom than practiced in the air. The rules, regulations, and airspace are best taught on the ground as aircraft make terrible classrooms. 

If the CFI doesn’t recommend ground school, insists you self-study, and/or doesn’t make time to review what you have learned, ask why they are reluctant. If you’re not sure about a concept or an aircraft system or how to use a piece of equipment like ForeFlight or the E6-B, and your CFI can’t show you, find someone else to work with.

The CFI Doesn’t Use a Syllabus

A syllabus is the best way to keep a learner on track as it lists the tasks to be performed for certification and the order the tasks are to be learned.

Flight instructors train their clients as they were trained, and sadly many CFIs don’t use a syllabus because the person who trained them didn’t. “No one here uses one,” is a tepid excuse and unprofessional.

Minimal Preflight and Post-Flight Briefings 

“Did you check the weather?” and “See you next week,” are not pre- and post-flight briefings.

The preflight briefing consists of what the planned lesson is, how it will be conducted, and completion standards. The post-flight briefing consists of how you performed on the flight, ways to improve if required, and what will be done on the next flight.

Reluctance to Teach Basic Navigation

If your CFI is all about GPS, and says that no one uses the VORs, magnetic compass, pilotage or ded reckoning anymore, know that this is not accurate.

The basic method of navigation is using outside visual references. You also need to be able to determine time, speed and distance calculations using the E6-B—either analog or electronic—rather than relying on an app to do the work. 

For your check ride, you will need to know how to perform a divert in midair, and it is likely the examiner will disable the electronic devices to test your skills.

Reluctance to Use Paper Charts

While the electronic flight bag is a marvelous tool and reduces cockpit clutter, it can overheat, run out of power, or disappear from your flight bag or airplane.

Learn to use paper as backup. Also, you may find it more expedient to use paper for certain operations, such as looking up an airport tower frequency.

Instead of tapping on multiple tabs, a quick glance at paper gives you the information you seek.

No Introduction to the FAR/AIM

The Federal Aviation Regulations/Aeronautical Information Manual (FAR/AIM) spells out the knowledge and experience required for every certificate and rating. Your CFI should tell you about this book on day one of your training and demonstrate how to use it. 

The FAR/AIM is a tool to be used to “trust but verify.” There are far too many learners going on flights that are more for the benefit of the CFI building their hours.

How many times have you heard about a low-time, pre-solo private pilot candidate doing an IFR flight or night cross counties at the insistence of their instructor? 

Remember this is your training, and it’s supposed to benefit you. If you ever feel like that has not happened, you are well within your rights to make a change.

The post When Flight Training Stalls appeared first on FLYING Magazine.

Regardless of the program of study, Central Missouri students are exposed to all aspects of the aviation industry. 

Matthew Furedy, a 1999 graduate from university, returned to the school in fall 2015 as an assistant professor. Furedy presently teaches a variety of courses, with a focus on those  that are a part of the department’s airport management degree. 

Courses in the program range from airport planning and design to corporate aviation management, all of which prepare students to sit for the American Association of Airport Executives (AAAE) Certified Member (CM) exam. 

“I think that preparing our students and having them take this exam is a good thing,” Furedy said. “I know some other programs have that as an option, rather than a requirement, and I’m not sure how many actively make it part of the degree. [One of the other benefits of our structure] is we also require that students complete an internship. The more hands-on experience you can get, the better off you’ll be. So, I tell students that, if they can, to do an internship every summer that they’re here.” 

Presently, around 70 students are enrolled in Central Missouri’s undergraduate airport management program —which is the second largest in the department of aviation. While many students pursue careers as airport managers following graduation, alumni are employed in many different aviation disciplines.

“We have students that go through this program in order to go on and be an air traffic controller,” Furedy said. “Then we have those that work in airport ops or in management, at FBOs, working for the government, or as consultants. We even have some that go on to work at [OEMs]. There’s a very wide variety of jobs that students go off and do.”

Andy Multer began instructing at Central Missouri in spring 2020. During this semester, Multer passed the CM exam. This was an inspiration for a new program that he helped to create at the school, the airport management MBA. 

This online program was first offered in fall 2021 and currently has about 15 students. GMAT scores are not required for entrance into the MBA program, which costs less than $20,000 on average to complete. Most courses are eight weeks long, meaning that there are five start dates throughout the year. 

“The program is designed for junior- to mid-level airport employees that are looking to advance in their career,” Multer said. “You get well rounded airport management training with this degree, which is the only (AACSB accredited) airport management MBA in the world. We anticipate students to take two years to complete the MBA program because we really try to push it towards people that are working at an airport. We want this because experience is the most important part, and this program is to help you grow.

“Earning this graduate degree [in conjunction with three years of work experience] will ensure you meet all the requirements to take the AAAE’s AAE [Accredited Airport Executive] exam. Plus, students get their CM and two ACE [airport certified employee] certificates.” 

Both undergraduate and graduate students at Central Missouri are encouraged to be involved in a number of organizations to further their education. Some popular aviation groups include the school’s AAAE chapter, the Missouri Airport Managers Association, Women in Aviation International, and Alpha Eta Rho. Additionally, the department of aviation has an emphasis toward connecting students with opportunities to apply their coursework in the real world. 

“We own and operate our airport [Skyhaven Airport, (KRCM)] here,” Furedy said. “So, students have the ability to work at the airport, mainly in-line service, and we do offer internships, where they can shadow the airport manager at. That’s something that’s unique about the program, to be able to get out of the book and see the airport.

“In our airport certification class, we do go visit an airport and do an actual Part 139 inspection. We try to make it as real as possible and have been to a lot of different commercial services airports doing that. We’ve been to O’Hare [International Airport (KORD)] up in Chicago, Omaha [Airport (KOMA) in] Nebraska, Memphis [International Airport (KMEM) in Tennessee], Springfield-Branson National Airport (KSGF) south of us [in Missouri], and St. Louis Lambert International (KSTL).

“The big saying for the airport world is ‘if you’ve seen one airport, you’ve seen one airport,’ because even though there are standards on how to do things, each one does things a little bit differently.”  

The post University of Central Missouri Offers Multiple Aviation Career Destinations appeared first on FLYING Magazine.

The training provider also introduced two new free courses—Drone Part 107 Regulations and Private Pilot Ground Reference Maneuvers— in addition to a new YouTube playlist, How to Become a Pilot.

“It has been a great privilege to play a part in people’s lives when they are learning to do something so important to them, learning to fly,” said King Schools co-founder Martha King.

“Learning to fly changes who you are and how you think about yourself,” said Kings Schools co-founder John King. “We want to encourage as many people as possible to embark on this fun, exciting, and life-changing activity.”

In addition to the discounts, King Schools also announced it will offer two scholarships for flight instructors—the Women in Aviation International Martha King Scholarship for Female Flight Instructors and the National Association of Flight Instructors/King Schools Scholarship for Flight Instructors. Both scholarships are valued at $15,000 plus an additional $5,000 in cash.

A revamp of King Schools’ Cessna Sport/Private Pilot Course, featuring over 130 new videos designed to be clearer, more concise, informative, and entertaining, was also announced during the news conference.

Editor’s Note: This article first appeared on AVweb.

The post King Schools Marks 50 Years of Flight Training appeared first on FLYING Magazine.

The Salinas, California-based aviation nonprofit focuses on inspiring at-risk youth to  engage in STEM education. The program has a Cessna 152 and Redbird Flight Simulations FMX AATD, which allow students to pursue a private pilot certificate. 

• READ MORE: Paying It Forward

The program also offers students an opportunity at completing ground school utilizing the Aircraft Owners and Pilots Association (AOPA) high school curriculum.

The foundation’s $1.5 million donation, which was funded by Tom Siebel, Craig McCaw, and David Leushchen, also includes operational support for the aircraft and guaranteed job interviews for program graduates with industry partners Cirrus, CubCrafters, and Game Composites.

• READ MORE: Bob Hoover Academy Gets Redbird Simulator

“This donation is about providing hope and tangible opportunities for a better future,” Siebel said in a statement. “Salinas is a city where many young people face daunting challenges daily. We are honored to support the Bob Hoover Academy led by impassioned aviator Sean D. Tucker. They are changing lives through the magic of aviation combined with a solid education.” 

The post Donation to Expand Bob Hoover Academy Fleet appeared first on FLYING Magazine.

I ask my private pilot candidates this when the weather is unstable or marginal VFR and falling. If they determine the weather does not support the mission, they need to explain why they came to that decision.

Developing personal minimums and learning to make the go/no-go decision is an essential part of their training. Developing that skill set can be tough to do when you are being pressured by a CFI intent on accumulating hours or a flight school with a policy that seemingly requires flight operations that would be below personal minimums for many pilots.

For example, a recent weather cancellation policy memo from L3Harris Flight Academy, based at Orlando Sanford International Airport (KSFB) in Florida, started burning up the blogosphere, as it dictates that the weather must be below certain criteria before a flight can be canceled or penalties would be levied.

The cross-country flight minimum of visibility of 3 sm and the ceiling of 2,000 feet stated in the memo is generating the most discussion, due in part to the definition of Marginal VFR as ceiling 1,000 to 3,000 feet and/or visibility 3 to 5 miles inclusive. The minima in the memo puts the aircraft in MVFR and well below the minimum altitude for 91.159 VFR cruising altitudes. The chance of a collision with other aircraft and obstacles down low increases because it puts the cross-country pilot down among those doing maneuvers. 

There are L3Harris minima published for the cancellation of IFR flights as well. If the weather is equal to the lowest approach minimums at KSFB (there are three ILS approaches, so the aircraft can use those minimums that would take the aircraft down to 200 feet above ground) the flight is supposed to take place.

L3Harris is a Part 141 school and a pilot pipeline, ostensibly designed to create airline pilots as quickly and efficiently as possible. If the airplanes are not in the air, they don’t generate revenue, and the learners don’t progress in their training. It is frustrating and wasteful when a client no-shows or cancels at the last minute, but pushing these minima, and having the CFIs push them as company policy may be counterproductive to the creation of safe pilots.

FLYING was provided with a copy of the L3Harris memo from pilots concerned about it “sending the wrong message” and “encouraging scud running,” in addition to creating an atmosphere of extra pressure for both the pilots in training and the instructors.

The June 12 memo said: “To accurately predict equipment availability and efficiency in the schedule, we are adopting a new cancellation policy. If the weather conditions are at or better than the limitations, a cancellation is considered non-excusable.”

According to social media posts from people representing themselves as former or current clients or CFIs at L3Harris, the school allegedly requires the pilots to arrive at school an hour before flight time, and cancellations must be done in person, or the client is charged a $250 no-show fee. 

The memo continues by encouraging the pilots to “be creative in your plan of action,” such as “changing routes to avoid deteriorating weather or thunderstorms. Be sure to use all available weather resources including but not limited to: local news reports, aviationweather.gov, ForeFlight, etc. In the event your flying proficiency does not meet the current weather, please speak with your Training Group Manager concerning a plan of action.

“No flights shall be flown in the area of a convective SIGMET without the approval of the chief flight instructor or their designee. All thunderstorms must be avoided by a margin consistent with safety. All severe thunderstorms should be avoided by at least 20 nm.”

Thunderstorms are often a daily occurrence in the Sunshine State yet “severe thunderstorms” was not defined. Last September in Kentucky we saw the fatal result of a CFI continuing a flight into approaching thunderstorms. Departing an airport in marginal weather limits the pilot’s options should the weather begin or continue to deteriorate.

• READ MORE: NTSB Preliminary Report on Kentucky Fatal Crash Released

The memo has been the topic of discussion at FAA safety meetings. The most common question was, “Is this legal in the eyes of the FAA?” 

FLYING contacted the FAA and the agency replied: “VFR weather minimums are in Parts 91.155 and 91.157. Flight schools operating under Part 61 must comply with these minima. Flight schools operating under Part 141 may have additional minima established by their FAA Flight Standards District Office as part of their training curriculum.”

Legally, the L3Harris memo complies with FAA regulations. Is it an exercise in good judgment and aeronautical decision-making? I don’t believe so, and I am not the only one. 

“Imposing mandatory weather minimums for student flight dispatch—to expedite flight training efficiency and protect profit margins—is both dangerous and counterproductive to building essential weather judgment,” said David St. George, executive director of the Society of Aviation and Flight Educators and a DPE. “This industrial flight training methodology, to improve dispatch rates, destroys the central focus of the FAA ACS—personal risk management.”

Added Karen Kalishek, chair of the National Association of Flight Instructors (NAFI): “NAFI has two primary areas of concern regarding L3Harris Flight Academy’s published weather policy regarding non-excusable cancellations: One, There are many instances in which weather quickly deteriorates, and the L3Harris stated weather minima provide little margin for pilots to escape potentially decreasing ceilings and/or visibility, and two, imposed weather minimums are inconsistent with the FAA’s intent that pilots should develop personal minimums that reflect their individual levels of proficiency and experience.

“The policy provides for a pilot to assess their personal proficiency and speak to a manager for an alternative plan of action. However, the ‘non-excusable’ terminology supports application of the default minimums.”

Attempts to find out if L3Harris operates with “additional minima established by their FAA Flight Standards District Office” were not successful, despite sending multiple emails and placing phone calls to the local FSDO and David Krug Jr., who signed the memo as the L3Harris chief flight instructor/head of flight training. 

When FLYING reached Krug, he said he was aware the flight academy weather cancellation memo was a topic of conversation in the pilot blogosphere, adding, “I cannot speak to internal information. I am not going to say anything. We are addressing it internally. I understand the situation.”

There were multiple posts on social media from individuals who contacted the Orlando FSDO to report the perceived safety issues. A few posted the emails they received from the FSDO in reply, stating that their concerns were logged and an investigator had been or would be assigned. A check of the signature on the email corresponds to the Orlando FSDO employee directory.

According to the FAA, the agency does investigate safety concerns but “does not confirm or comment on investigations.”

Risk Part of Flight Training

Flight safety is about managing risk. The FAA’s Risk Management Handbook explores how pilots should evaluate risk, and that includes establishing personal weather minimums.

In Chapter 2, it states, “federal regulations that apply to aviation do not cover every situation nor do they guarantee safety,” noting that “pilots who understand the difference between what is ‘smart’ or ‘safe’ based on pilot experience and proficiency establish personal minimums that are more restrictive than the regulatory requirements.”

Flight instructors are often the gatekeepers of personal minima—done in the form of limitations on a learner’s solo endorsement.

For example, the initial solo endorsement I give lists weather for flight in the pattern as 3 miles visibility and a 3,000 foot ceiling, and for the practice area, 5 miles of visibility. A weather briefing is a requirement as well. Crosswinds are limited to 6 knots, and that limitation is lifted and increased as the learner’s experience grows.

For the initial cross-country flights, visibility increases to 10 miles and the ceiling to 5,000 feet. After I review their flight plan, the trip-specific endorsement includes noting “weather checked as of (insert time).” 

I wouldn’t feel comfortable or responsible sending a learner out solo on a cross-country flight with 3 miles visibility and a 2,000-foot ceiling as noted in the L3Harris minima. 

There Is a Time and a Place

Personal weather minima is a fluid concept. It’s good to go out and stretch those skills from time to time with a CFI onboard. It can be a beneficial learning experience.

Weather minima are often dictated not only by the pilot’s experience but also proficiency and the mission. You probably wouldn’t take your non-flying, airplane-shy significant other up on a day with gusting crosswinds or turbulence.

A CFI (personally or by virtue of company policy) shouldn’t be pressuring the learner into making the flight, but it happens. Especially when the CFI and or company only gets paid when the propeller is turning.

Sometimes, the decision not to fly is the best choice. But it needs to be a choice and not something the client is financially penalized for.

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While the time “logged’ using X-Plane or Microsoft Flight Simulator doesn’t count toward the required time for a certificate or rating, and it won’t give you the kinesthetic feel for the aircraft, it can still help reinforce concepts learned in lessons.

According to a newly published study from the Flight Simulation Association (FSA), those who use home flight simulation technology as a supplement to their flight training are able to receive their certificate with “5.5 fewer flight training hours than those who don’t, and in almost 20 hours less than the FAA average.” The study surveyed some 1,000 pilots and air traffic controllers who use home flight simulation.

“We have always known that enthusiast flight simulation impacts pilot training but have never had a way to quantify it,” said Rick Parker, an airline pilot and co-founder of NextLevel XR. “This survey is a great first step to showing there is serious benefit from complimenting aircraft training with structured or unstructured time in a home flight simulator.”

For a pilot training under a Part 61 program, 40 hours is the minimum required for private pilot certification, but decades of data show that most people have 70 hours or more before they get their ticket. 

Procedures Training

Using home flight simulation allows the learner to perform a more robust version of chair flying—the practice of sitting in a chair as if in the cockpit and running through procedures such as engine start, takeoff and landing. A home flight sim setup provides an opportunity to build muscle memory as you throw switches, press buttons and manipulate controls.

Cross-Country Prep

Getting lost is one of the number of concerns new pilots have. Practicing cross-country flights in the home sim before making them in the real world can help prepare pilots.

It helped Michael Puoci, a 50-hour student pilot in the Seattle area who also works in the computer gaming and virtual flight training industry designing virtual cockpits. Puoci, like so many low-time pilots, was a bit anxious about basic navigation, and worried he’d get lost.

“I would plan my route and use X-Plane to fly it. The graphics were good and matched the topography so I was able to pick out my landmarks,” he said.

When it came time to fly the route in the real world, he said the home sim practice flight, “helped a ton, because I could quickly glance out the window and recognize where I was. It became easier to stay ahead of the airplane.”

The sim is often a better learning environment because the action can be paused and mistakes undone with a keystroke.

“You can pause and learn how to troubleshoot and solve problems,” he said. “You learn how to do that in the sim because in the airplane things can get worse quickly if you don’t have that skill.” 

Sometimes real world flight training helps a sim user diagnose a problem. Puoci was having an issue with his virtual airplane—the engine ran rough shortly after he taxied out of the virtual hangar. His real-world CFI asked him if he had leaned the mixture for taxi or attempted to clear the magneto prior to takeoff. As he had never learned about this, he had not. It was demonstrated in the real world, and when he returned to the virtual world, he applied what had been learned and it fixed the issue.

Accept Limitations

One of the common complaints about simulation technology is that it doesn’t “fly like the real thing.” No it doesn’t. And it’s not supposed to. Once the learner accepts that, they can take advantage of the application of sim technology. The CFIs who regularly make use of simulation technology will warn you the sim is significantly more challenging than the airplane to fly, as you do not have that “seat of the pants” feeling, therefore you need to develop a better instrument scan. 

Virtual ATC

When the home sim is paired with a virtual air traffic controller, such as PilotEdge, it can be an excellent way for the learner to develop the skills they need in the real world, because there are usually multiple aircraft on frequency—just like the real world—and these controllers will tell you when you have clipped controlled airspace or you are at the wrong altitude. But unlike the real world, your certificate won’t be at risk.

The FSA survey also looked at the impact home flight simulation has on air traffic controllers. The results show that home flight simulation could be an undiscovered source of air traffic control recruitment—perhaps even training—that is likely being overlooked by regulators and civil aviation agencies.

 “The advancements in home-based simulation hardware and software have transformed a community once seen as purely hobbyist into a pipeline of motivated and focused individuals with readily accessible tools to explore and prepare for a career in aviation,” said Jon Standley, an air traffic management industry professional and graduate of the FAA’s Collegiate Training Initiative program.

The Home Sim Set Up

Some home simulation setups can cost thousands of dollars, depending on if the user wants a full set up with yoke and rudder pedals, a special chair and multiple screens and speakers for a full immersive experience. And on the other side, are the desktop devices created by flight simulation companies that cater to professional pilots, such as Redbird Flight Simulations from Austin, Texas. The company makes the FMX, a full motion device that puts the user inside an enclosed cockpit all the way to the J-Bird, which is a desktop model.

“For years Redbird Flight has helped countless aviation professionals achieve their career goals,” says Harvey Madison, a learning development specialist at the company. “For pilots from all sectors of aviation, including Parts 91,121, 135, and beyond, Redbird plays an integral part in learning, mastering, and maintaining top performance skills.”

The FSA is a free to join community of flight sim enthusiast pilots and industry developers and organizer of FlightSimExpo, one of the world’s largest dedicated flight simulation conventions. The next event is scheduled for June 21-23 in Las Vegas, Nevada.

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Answer: According to the FAA, aircraft used by Part 141 pilot schools must be maintained under the same requirements as aircraft operated under Part 91. FAA regulations allow someone who does not hold a mechanic or repairman certificate to perform certain preventive maintenance under Part 91.

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The regulation you are referring to applies to a certificated pilot. That is a private pilot, sport pilot, or higher—a student pilot is not a certificated pilot, therefore the student pilot doing preventative maintenance on an aircraft would not be permitted. In addition, 14 CFR Part 43 notes that maintenance can only be done when the aircraft is not used under 14 CFR Part 121, 127, 129, or 135. If the flight school also uses the airplanes for charter operations (Part 135), that’s another reason you cannot touch them.

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