Pastor_Next Generation Pilot Training-1

Next Generation Pilot Training

Next Generation Ab-Initio Pilot Training

Global PerformancePilot Training Program

David Pastor(first published in 2015 for ERAU’s Master of Science in Aeronautics)

[email protected]

Executive Summary

Over the last few decades the airline industry has warned in repeated occasions of an unprecedented demand for pilots that airlines and training organizations would not be able to meet.Year after year this training crisis has not materialized. Economic crisis, terrorism, rising fuel prices, airline mergers and increased retirement ages have all contributed to slow down the industry’s expansion and hiring requirements. But current market conditions specially in emergent markets have resulted in the onset of this anticipated crisis. The high demand of pilots coincides with the transition to highly automated aircraft requiring a different set of skills. A renovated vision is vital to meet the training challenge. Next Generation Pilot is the airline pilot training and educational vision of Global Performance Inc.

2

V1.0 March 2015 Next Generation Pilot DPastor

Proposal description and sample design.

Executive Summary 2Problem Statement 4 to 10Training Reform Needed in the Face of Failure 11 to 13Program Concept 14 Instructional Design Procedure ADDIE (example) 15 & 16• a) Analysis 17 to 23• b) Design 24 to 36• c) Development 37 to 42• d) Implementation 43• e) Evaluation 44 Operational Frame 45Underlying Philosophy (Educate and Train for Next Gen Ops) 47Education Processes 50 to 57Final thoughts and Conclusion 58 - 59 References 60


3

click to go to slide

Airline pilot demand surpasses training output!

“Asian airlines are running out of trained pilots!” (1)

Such is the headline of the opinion article in Japan Times Thursday March 12, 2015.

• “Boeing estimated that, between 2014 and 2033, the Asia-Pacific region will need 216,000 new pilots.” (2)

• “A 2011 ICAO study says that the region is only capable of training 5,000 per year.” (ICAO study, 2011) (3)

4


http://www.japantimes.co.jp/opinion/2015/03/12/commentary/world-commentary/asian-airlines-are-running-out-of-trained-pilots/#.VQHkM8scQb0

http://www.boeing.com/assets/pdf/commercial/aviationservices/brochures/PilotTechnicianOutlook.pdf

http://halldale.creativemessage.com/Assets/Files/ICAO_Forecast_Promo%20Brochure_low-size.pdf


Training hundreds of thousands of pilots now

• As airlines start to cancel flights (4 5) and delay expansion programs due to not meeting staffing needs it becomes clear that a new training effort must be undertaken by the airline industry.

• But what kind of pilots is the industry going to train to replace highly experienced captains and copilots?

5


http://www.bloomberg.com/bw/articles/2014-02-11/yes-theres-a-pilot-shortage-salaries-start-at-21-000

http://www.japantimes.co.jp/news/2014/05/20/business/corporate-business/peach-cancel-894-flights-july-august-due-pilot-shortage/#.VQwZY8scTEY

Worrying Accident Trend

6


Loss of Control

7


• AF447 (2009)• ColganAir (2009)• Asiana (2013)• Lion Air (2013)• Air Asia (3 months ago)• TransAsia (6 weeks ago)

Pilot’s flying skills out of touch?

• Loss of control in-flight (LOC-I) has become over the last decade the main type of fatal accident for airliners.

• LOC accidents have made obvious that pilots are not any longer in touch with the new realities associated with operating modern airliners. They often are not able to successfully deal with situations that even resulted from their own faulty control inputs.

• The list of the accidents depicted while not all inclusive is representative of the malady the industry faces.

A- 330 excessive pitch up command (stall)Dash 8 wrong and continued pitch up command (stall)B-737 inadequate standards low skills / ADM level (sink)B-777 selection of wrong mode (sink)A-320 excessive pitch up command (stall)ATR selection of wrong engine and excessive pitch up (stall) 8


Are airliners out of control?

“In five years, over 50 commercial airplanes crashed in loss-of-control accidents. What’s going on?”• This is the headline of the Macleans Aviation magazine article

that examines the new accident trend in commercial aviation.

• The article mentions a Boeing 2010 study finding “20 different loss-of-control accidents responsible for nearly 1,850 deaths between 2000 and 2009, nearly double the number of fatalities of the next biggest category.” (6)

9


http://www.macleans.ca/news/world/cockpit-crisis/

Flight Global (last week)

• “In about four to five years we will see airlines unable to recruit air crew trained suitably for today's technology.”

• “The result will be yet more airline disasters caused by crew failures to manage their aircraft when confronted with relatively minor technical malfunctions or routine meteorological challenges.” (Peter Moxham, chairman of the International Professional Pilot Training Group (IPPTG) ) (7)

10


http://www.flightglobal.com/news/articles/analysis-that-pilot-shortage-will-it-prove-to-be-another-409320/

Hudson River

• Not only bad news.

• US Airways highly qualified crew used their high experience and cognitive and psychomotor skills with great exercise of aviation decision making (ADM) to successfully negotiate a novel situation (dual engine failure).

• Their mastery-level performance is no coincidence.• Military-grade training, long operational experience and sound ADM

positioned the crew in the best position to act. “For 42 years, I’ve been making small, regular deposits in this bank of experience, education and training. And on January 15th, the balance was sufficient so that I could make a very large withdrawal.” Captain Sully (8 , 9)

• We can model Captain Sullenberger’s training !11


http://www.sullysullenberger.com/about/

https://www.characterandleadership.com/assets/pdf/textbook/RoleModelsTextbookExampleChapterChesleySullenberger.pdf

Cause and effect

• Do you see a connection between training and safety?• Airlines and regulators do • That’s why since the 90’s they have been trying to change the

face of pilot training. • ICAO, Airbus, European Cockpit Association, International

Professional Pilot Training Group, ... etc, all have been calling out for the use of modern learning theory, modifying training programs to train for the job, and use of modern tools such as simulation.

12


In agreement

• Everybody seems to be in agreement that a change in training methods is long overdue.

• Different approaches to address the problem are already on the way. From that FAA increasing experience requirements, to ICAO creating a new Multicrew Pilot License (MPL) with reduced experience requirements.

• One thing is clear, newly designed enhanced training is in the minds of all stake holders as they are gearing up to prepare with exponentially increased staffing demands over the next decades.

13


Our answer

At Global Performance’s Pilot Training Department we can take on the current challenge by;

• Employing modern learning theories such as those by Knowles, Gagné and Bloom.

• Training for the job, not just to comply regulatory requirements• Using existing and renewed tools to make training relevant,

concise and effective.• Ensuring a proper design modeled in the recognized EDDIE

system (US Air Force system). • Implement and carry out the program within an adequate

organizational context with due weight given to support, administration, and management. Not all the load should rest on the delivery component.

14


Sound design model

• Current “legacy” training programs in place stablished decades ago (text books and media presentations used in currently in the pilot training department are over a decade old)

• They are still in place because they are the norm in a highly regulated industry very resistant to change.

• Our new program will be designed using industry stablished instructional design models and up-to-date materials.

• The design process follows a closed loop “ADDIE” model with feedback (evaluation) as a central component.

15


ADDIE model

16


A D D I E

Analysis

Design

Development

Implementation

Evaluation

Analysis

• In this phase we carry out a study of the existing model (educational and instructional) and associated strategies and the level at which they meet the required mission objectives.

• The terminal objectives for the A-320 MPL program (theory) must in essence provide students with the skills, knowledge and attitude (S.K.A.) necessary to acquire the operational readiness adequate to effectively transition to advanced theory and flight phases.

• For this transition between theory and ground to be efficient cadets need to;

• develop exercise high order cognitive skills,• exercise psychomotor skills early-on as related to theory lessons,• build attitudes consistent with sound airmanship,

professionalism and becoming independent learners 17


Analysis (Objectives, ie. communications, 1)

• A quick look at one of the 14 “legacy” ATPL subjects, communications, reveals a clear disconnect between learning objectives (LOs) and the terminal goal of producing operational readiness.

• Reproduced below are LOs in use in the current “legacy” program.• JAA LO 090 Lesson 1: Introduction to Communications Definitions/Abbreviations• 091 01 00 00 DEFINITIONS• · 091 01 01 00 Meanings and significance of associated terms• o Stations• o Communication methods• · 091 01 02 00 Air Traffic Services abbreviations• o Define commonly used Air Traffic Control abbreviations:• Flight conditions• Airspace• Services• Time• Miscellaneous

18


Analysis (Objectives, ie. communications, 2)

19


• Learning objectives (from enabling to terminal) should facilitate reaching the designed goal.

• In this case the goal is to produce operational readiness in the use of communications.

• An appropriately designed course will require a modification of learning objectives.

• Learning objectives should assure the lessons teach the required, knowledge, train for psychomotor skills and facilitate adequate attitudes (safety and performance) towards communication procedures. Current LOs exclusively address cognitive domain.

• Additionally objectives should be properly sequenced during the communications module.

Analysis (Delivery, example communications)

20


• Current delivery of communications subject is performed exclusively in the classroom using a lecture mode with the support of slides and quizzing to learners.

• The current program allocates 24 instructional periods of 50 minutes for training and assessment.

• Not a single lesson has been allocated for actual practice of communications for either setting up radio equipment or for listening or transmitting.

Analysis (Materials, example communications)

21


• Material currently in use teaching communications is restricted to:• Oxford JAA ATPL manuals • Computer Aid Instruction program (CAI)

• Oxford manuals were produced a decade ago at the inception of the Joint Aviation Authority unified system in Europe.

• The CAI, also produced a decade ago has not been updated since 2006. It’s basically a set of slides without sound and little motion and flexibility of use in the classroom. In the best case CAI duplicates the textbook information, in the worst it contradicts it.

• Oxford materials are outdated, contain wrong information, don’t contribute to learning flow and cost in excess of $1,000 per student.

Analysis (Assessment, example communications)

22


• Current assessment methods for communications (and the rest of subjects) is performed exclusively using multiple choice examinations.

• The current program does not teach higher levels of cognition, or actual practice. The program accordingly does not assess learning on those domains.

• The new program will assess operational level knowledge (application) of communications.

• This can be accomplished in the avionics laboratory, in the Frasca simulator or other simulators available. Also operational practice and assessment can be performed in the ATC simulator or via CBT.

Analysis (Assessment, example communications)

23


• Current assessment methods for communications (and the rest of subjects) is performed exclusively using multiple choice examinations.

• The current program does not teach higher levels of cognition, or actual practice. The program accordingly does not assess learning on those domains.

• The new program will assess operational level knowledge (application) of communications.

• This can be accomplished in the avionics laboratory, in the Frasca simulator or other simulators available. Also operational practice and assessment can be performed in the ATC simulator or via CBT.

Design, k

24


• In this phase modern instructional methods, up-to-date media and adequate learning objectives are integrated into a cohesive educational and instructional plan.

• Assessment and testing of program and instruction effectiveness are also a vital component part of the design phase.

• Implementation procedures are also produced in this phase.

Design (Objectives, example communications)

25


• Choosing an adequate set of learning objectives is the foundational step to facilitate a cohesive instructional plan.

• Learning objectives would be designed following an end-to- the-means approach. Therefore the process starts with the goals of fully achieving the terminal objectives.

• LOs will relate to all learning domains (S.K.A.) and not exclusively to the knowledge (cognitive) domain.

• LOs will be integrated horizontally and vertically.Horizontally within and across subjects to facilitate the

“whole-part-whole” method of instruction.Vertically considering the role of communications within the program and its relationship with other subjects and flight operation. (Ie. Air Law, Human Performance)

Design (Integration as a mandate)

26


• Curriculum integration is not just a nice feature of high performance training programs, it is a vital necessity.

• Education is an important part of “Next Generation Pilot Training. Therefore Education and training will be integrated in the program.

• Facilitating learning requires the use of appropriate learning teaching processes such as;• - teaching from simple to complex (building block)• - the whole-part-whole• - using enabling objectives and subskills to form skills• - working from low levels of learning to high order task

learning• - facilitating transfer of learning across all domains

Design (Integration as a mandate)

27


• It could be said that Curriculum Integration is well worth its investment but actually integration is FREE!

• It does not cost the program extra time since integrating at some levels saves time and improves learning output.

• Integration is one of the concepts that fulfills the dual promise of Instructional System Design addressing both;

• - efficiency • - and cost

Design (Objectives, example comms. integration)

28


• Vertical integration considers the order in which instruction and educational activities form part of the program.

3rd week

Air Law (airport environment) Communications (general proced.)

Basic Pre-requisite knowledge (2nd week)Int. Std. Atmosphere (ISA) Human Factors (SHELL)

Next Generation Pilot Education / Training EventsInduction (Campus life) Learn to Learn (10hr course)1st week

Design (Objectives, communications Lesson 1)

29


• This is an example of learning objectives and its sequence in the plan of instruction for communications lessons one to five.

• JAA LO 090 Lesson 1: Introduction to Communications • Objectives• • Introduce the subject of communications to cadets,

pointing out to the relevance of communication in the safe and effective conduct of flight operations.

• This new enabling objective pertains to affective domain and facilitates goal of building airmanship attitudes.

• This objective is also in line with Gagne’s 9 events of instruction contributing to motivate learner.

• Objective also builds on simple to complex and whole-part-whole methods of instruction.

Design (Objectives, communications Lesson 2)

30


• JAA LO 090 Lesson 2: Introduction to Communications • • 040 03 04 04 Communication - Objectives• Explain the function of 'information'• ‘Define’ the term 'communication' • List the most basic components of interpersonal communication • Explain the advantages of two-way communication as opposed

to one-way communication • State the attributes and possible problems of using

'professional' language • Name and explain major obstacles to effective communication • Give examples of aircraft accidents arising from poor

communications

Design (Objectives: vertical and horizontalintegration)

31


• Lesson two objectives are actually part of JAA 040 subject Human Performance and Limitations covered in Chapter 13 of Oxford HPL manual. These foundational components (enabling objectives) are best introduced within the subject of communications.

• Before we attempt to deal with terminology and definitions related to communications we must stablish the components and rules of verbal communication.

• Moving these objectives from HPL to Communications is an example of horizontal integration.

Design (Objectives: across domains and levels)

32


• So far we have introduced enabling objectives that help motivate cadets, appeal to the affective domain of learning by bringing relevance to the subject.

• Also we have moved cognitive domain objectives from one subject to another. They are enabling objectives that facilitate the development of instruction from simple to complex and as per the whole-part-whole model of instruction.

• Now we can introduce higher level learning objectives into the design.

Design (Objectives: application level / affective and psychomotor domains)

33


• JAA LO 090 Lesson 3: Communications Operational Practice• Objectives• • Cadet, will demonstrate a initial call to ground

control, following lesson two “4 basic components of radio communication call.” The cadet will use Doha airfield chart to locate the correct radio frequencies and station call signs to be used.

• This is the first step to allow students to achieve and exercise higher levels of Bloom’s learning domain taxonomy.

• Now we can build in lesson 3 to move up to a practice lesson.

Design (Objectives: cognitive domain objectiverelocated as enabling objective for next practice lesson)

34


• JAA LO 090 Lesson 4: Communications Operations• Objectives• • 091 02 04 00 Transmission technique• o Explain the techniques used for making good R/T

transmissions• This foundational objective is currently found very late on the

program. It is on lesson 6 after about ¼ of the lessons on communications have been delivered.

• This lesson explains the components and use of radio equipment in the cockpit. It is supported by chapter 2 Oxford manual and CAI slides. It once again teaches at the cognitive domain level.

Design (Objectives: application level, affective / psychomotor domain / whole - part - whole)

35


• JAA LO 090 Lesson 5: Communications Operational Practice• • 091 02 04 00 Transmission technique - Objectives• o Student will demonstrate the techniques used for making

good R/T transmissions• Using the Frasca 242 simulator and with instructor assistance

cadets will individually select and operate radio equipment as instructed.

• Student actions will include select and dial radio frequencies, set and verify correct setting of radio master panel and proper volume. Actions will include correct adjustment and operation of headset and push-to-talk switches.

• Student will troubleshoot and correct errors resulting in loss of communications.

Design: Reaching the Application Level

36


• Lesson 5 as an operational practice is a clear break from current methodology that focuses on cognitive domain training.

• An operational practice this early in the program constitutes a smart use of resources (the simulator has sat idle for years)

• The lesson develops psychomotor skills and its successful completion requires an operational assessment by instructor. Learning performance occurs well above the traditional rote level learning and typical multiple choice evaluation.

• Lesson 5 is supported by modern adult learning theories as provides hands on practice (learner centered) and results on enhanced retention of learning.

• Using the simulator brings “the whole” into the instructional picture and makes theoretical training relevant motivating cadets.

Development:

37


• In this third ISD phase actual instructional materials are created.

• Though development often can be considered the “fun part” of the instructional design process, it is important to keep the end in sight and don’t get lost on flashy media and modern technology delivery platforms.

• Special attention must be paid to student centered instructional materials as learner involvement is paramount to learning.

• The use of “lab” practices, field trips and operational practice in simulators will be introduced at different stages in the module.

• As this is an advanced stage of the ISD process try-outs are adequate within this step.

Development: (Materials ie. communications)

38


• In this third ISD phase actual instructional materials are created.

• A redesign of instructional materials is required in order to produce and deliver a seamless learning experience.

• The Next Generation training program is up-to-date, student centered, and build upon proven adult learning theories.

• Materials will include.- Student handouts- Updated manuals- Updated media presentations- Simulation practice equipment- New assessment instruments


39


• Example of new materials.• Student handouts

- Course syllabus handed over 2 weeks before the start of instruction.- Student workbook to practice communications. - Training aircraft manual excerpts covering

communication equipment.- High quality cockpit photo for training aircraft and A-320

• Updated manuals- Transition from Oxford manuals to in-house textbook

following course learning objectives and new flow. This manual integrates across old subjects (new core subjects)


40


• Example of new materials (continuation).• Updated media presentations

- Videos relevant to the different chapters will be used when possible.

- Videos will include accidents to be used as case studies. - Computer Based Training can be incorporated as needed.

• Simulated practice equipment- Frasca 242 simulator will be used for lessons and

assessment as per lesson plans - Further introduction of communication practice will be integrated with Air Traffic Control training department and the avionics lab part of the engineer training department.


41


• Example of new materials (continuation).• New assessment instruments• As the Next Generation training program educates and trains

aiming at the highest feasible levels of learning, assessment will be performed accordingly.

- Multiple choice examinations (MCE) will be kept in place but they will be supplemented by “write-in the answer”

and essay type questions. - Practical assessments will be performed using the

highest possible level of simulation (radio panel in avionics lab or Frasca 242 simulator.)

Development: (assessment ie. communications)

42


• As part of the development phase and considering all of the resources devoted to the course redesign at this point it is vital to conduct a full try-out evaluation of the program.

• As part of the try-out assessment formative, summative and operational evaluations will be consecutively performed.

• Special consideration will be given to include the sponsor airline representatives as part of a exterior evaluation.

• Input will be placed in comparing existing program inputs and outputs against those of the Next Generation training program.

• A full operational evaluation will also examine the supporting , administration and management mechanisms of the program.

Implementation

43


• Implementation is a stage where it must be ensured that the actual design fits with the actual operational conditions.

• As the program is ran as per request of the sponsoring national airline and in conjunction with national regulators.

• The existing cadet training program operates under a strict regulatory frame.

• Modification of the current program must be coordinated with the quality assurance department and preformed in different consecutive phases with increasing degrees of extension and depth of change.

• The initial implementation stages will merely add objectives and delivery modes in support of the existing program.

• As the add-ons become consolidated and prove effective they will start replacing the obsolete parts of the existing program.

Evaluation:

44


• Evaluation processes are a component continuously in use within each of the steps of the ADDIE model.

• In addition evaluation is a step carried over at the end of the process to demonstrate the worth of the new program.

• The ultimate proof of concept is to observe a cadet being able to operate the radio equipment in an operational environment without having ever before set foot in an aircraft cockpit.

• It is also VITAL to conduct constant evaluations in an ever evolving market environment such as the aviation training industry. This continual oversight will not have a punitive nature but it will ensure the program is run at the best possible level and that updates are produced often and as needed.

Operational frame:

45


• A superiorly envisioned and designed training program such as “Next Generation” can only be successful if supported within a cohesive operational frame.

• The creation and delivery of a successful training program is not the exclusive responsibility of the instructional designer. The Next Generation training program needs the instruments set forth in AFM-36-2234. (11)

• These are;

- Support. - Administration. - Delivery. - Management.

http://www.au.af.mil/au/awc/awcgate/edref/afman36-2234.pdf

Is that it?

Where is the educational part?

46


Pilot Training Division’s Philosophy:

47


• All these instructional design methods and ADDIE system are all nice implements. But they are just means to an end and necessary tools and processes to make sure the end is reached as intended.

• A clear program goal is necessary to create an effective program in the face of change. If the people behind the institution does not share the foundational vision of the new program the program will not succeed.

• Now the question is, what is the underlying philosophy behind the Next Generation training program?

Educate and train.

48


• Forming the next generation of airline pilots requires paying due attention to both education and training roles.

• Education• Development of airmanship• Self reliance (learn to learn and develop professional attitudes

versus merely learning concepts and memorizing data)• Introduction of human factors within training• Acquiring Life Learning skills• Integration of cadet in learning society (campus, airline,

aerospace education field and greater Qatari society)

Educate and train.

49


• Training• Using latest learning theory discoveries as well as proven

traditional models (Bloom, Gagné, Kirkpatrick, Knowles, etc...)• Training designed for performance (relevant, concise) with

ends on sight (Skills, knowledge and attitudes for the job) • Integration within subject and among program components• Higher learning skills development

• Airline Cadet Airmanship education and training must occur within the Socio-Cultural Context.

50


Education - Socio-Cultural context

Education - Socio-Cultural contextTransforming a young cadet (some joining the program in their late teens) into a professional airline pilot requires educational efforts in their socio-cultural environment.

ACADEMIC MINDSETS

51



SOCIAL SKILLS

Educational activities and processes will target the developmentof social skills consistent both with student’s role and their future professional role.

52



• For the success of learners often not familiar with the high demands of the profession is important to develop perseverance

ACADEMIC PERSEVERANCE

53


Education - Socio-Cultural context• In order to support the training program cadets must be

provided with the best tools to perform as learners. Their understanding of their own capabilities and use of proper study habits is paramount to their success.

LEARNING STRATEGIES

54


Education - Socio-Cultural context• The program should guide and reinforce cadets in the

development and performing of academic behaviors consistent with their role as adult learners and aviators.

ACADEMIC BEHAVIORS

55


Education - Socio-Cultural context• Learning should be measured not only at a cognitive level but

should be evaluated according to all of Kirkpatrick's levels.

ACADEMIC PERFORMANCE

Level 4: Impact

Level 3: Application / Transfer

Level 2: learning

Level 1: Reaction / Satisfaction

Learning achieved as measured by Kirkpatrick’s levels 56



• Ref slides 48 to 54: Farrington C. A., Roderick M., Allensworth E., Nagaoka J., Keyes T. S., Johnson D. W., and Beechum N. O. (2012). Teaching Adolescents To Become Learners: (10)

57


http://files.eric.ed.gov/fulltext/ED542543.pdf

Training – Brain research, learning theory, full integration.• Airline Cadet training and training must be supported on latest

brain research • Learning theories must be the major component pillars of both

education and training design efforts.• In addition full integration (theory-theory and theory-practice,

horizontally and vertically) enhances learning and maximizes performance and program effectiveness.

• We should never get lost among paperwork and enticed by flashy media and technology and loose the end in-sight, to train for the job. As the job changes we need flexible instruments to modify the training program.

• The cadets as learners are vested with the responsibility to produce their own learning. With this comes the power to control their training to a certain degree.

58


Conclusion

• The goal of the new program is dual; to make training relevant and concise as well as to develop basic stick and rudder and airmanship skills.

• As a program designed under a formal ISD process the Next Generation Ab-initio Training Program assures training efficiency and controlled costs.

59


References

(1) Adam Minter. (2015). Japan Times via Bloomberg http://www.japantimes.co.jp/opinion/2015/03/12/commentary/world-commentary/asian-airlines-are-running-out-of-trained-pilots/#.VQHkM8scQb0(2) Boeing. (2014). 2014 Pilot and Technician Outlook http://www.boeing.com/assets/pdf/commercial/aviationservices/brochures/PilotTechnicianOutlook.pdf(3) ICAO. (2011). http://halldale.creativemessage.com/Assets/Files/ICAO_Forecast_Promo%20Brochure_low-size.pdf(4) Justing Bachman. (2014). Bloomberg Business http://www.bloomberg.com/bw/articles/2014-02-11/yes-theres-a-pilot-shortage-salaries-start-at-21-000 60











References, 2

(5) Kyodo. Japan Times. (2014). http://www.japantimes.co.jp/news/2014/05/20/business/corporate-business/peach-cancel-894-flights-july-august-due-pilot-shortage/#.VQwZY8scTEY(6) Chris Sorensen. (2011). Maclean’s Magazine http://www.macleans.ca/news/world/cockpit-crisis/(7) David Learmount. (2015). Flight Global http://www.flightglobal.com/news/articles/analysis-that-pilot-shortage-will-it-prove-to-be-another-409320/(8) Sullenberger.com. (2015). http://www.sullysullenberger.com/about/

61





http://www.macleans.ca/news/world/cockpit-crisis/



http://www.sullysullenberger.com/about/

References, 3

(9) Character and Leadership Textbook. (2012). https://www.characterandleadership.com/assets/pdf/textbook/RoleModelsTextbookExampleChapterChesleySullenberger.pdf(10) Farrington C. A., Roderick M., Allensworth E., Nagaoka J., Keyes T. S., Johnson D. W., and Beechum N. O. (2012). Teaching Adolescents To Become Learners: The Role of Noncognitive Factors in Shaping School Performance. A Critical Literature Review. The University of Chicago Consortium on Chicago School Research. http://files.eric.ed.gov/fulltext/ED542543.pdf(11) Manual for Instructional System Development (1993). http://www.au.af.mil/au/awc/awcgate/edref/afman36-2234.pdf

62




http://files.eric.ed.gov/fulltext/ED542543.pdf

http://www.au.af.mil/au/awc/awcgate/edref/afman36-2234.pdf

Pastor_Next Generation Pilot Training-1

Documents

Transcript of Pastor_Next Generation Pilot Training-1