“FITS”
Oversight Committee Update
23 March, 2005
Aero–Tech, Inc.
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Purpose:
FAA Industry Training Standards (FITS)
FITS Mission Statement
Improve pilot learning to safely,
competently, and efficiently
operate a technically advanced
piston or light jet aircraft in the
modern National Airspace
System (NAS).
FITS Imperatives:
Implement training that reduces
the human error element and
accelerates acquisition of
higher-level judgment and
decision-making skills.
FITS is the application of
proven aviation education
concepts to General
Aviation!!
FITS Basic Concepts
Technically Advanced Aircraft
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Scenario Based Training (SBT)
Single Pilot Resource Management (SRM)
Learner Centered Grading
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FITS Progress
2003-2005
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 FITS Transition and Instructor
Training Commenced June 2003
 FITS Evaluation and Validation
Conducted Concurrently with
the training
 FITS Site Visit, 11 March, 2005
 Expansion and improvement of
the FITS Transition, Instructor,
and recurrent syllabus is
ongoing.
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Cessna 182/T 1000
Cessna
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Cessna will debut a FITS
Transition Syllabus
New Cessna 182 will be first
“Glass Cockpit” single
 Garmin G-1000 equipped
 Similar to avionics suite
that will debut in the
Cessna Mustang Jet
Transition Syllabus accepted
June 2004
Instructor Syllabus current
under review.
FITS is being deployed to over
200 Cessna Pilot Centers (CPC)
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Adam Aircraft
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Adam A-500
 FITS Curriculum
accepted April, 2004
 Pending Acceptance
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Instructor
Recurrent
Adam A-700 (Jet)
 FITS curriculum FAA
accepted October 2004.
 First FAA accepted VLJ
Syllabus
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 FITS (accepted)Transition
Training Commenced Feb
2005
 FITS Instructor submitted
March 2005
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 FITS training currently
conducted by Empire
Aviation using the Garmin
FITS syllabus
 Dedicated Diamond/Empire
FITS syllabus submitted for
acceptance in March 2005
 Excellent Diamond/Garmin
Support for MTSU
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Cirrus Owners and Pilots Association
Pilot Proficiency Program
FITS Recurrent Training Seminar
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Participant Comments:
“As the last presentation at CPPP
it was very effective in placing the
BIG picture into perspective”
“New approach to flight safety”
“Offers a plan to analyze the
issues”
“The portion in which the
instructor ticked off altitude and
airspeed was effective in showing
the time frames involved in
emergencies”
• 3 Hour Single Pilot resource
Management (SRM) Seminar
• Presented in a realistic scenario
environment
•Scenario presented chronologically and
resolved through group discussion and
interaction
•No “right” answers!
•Leverages the variety of experience in
the seminar.
FITS Recurrent Training Seminar
Site Visit BPPP (Lakeland Florida), February 2005
Reviewed the current program
Provided suggestions for FITS acceptance and
improvement
Working Meeting 24 march at Daytona Beach
FITS acceptance to follow
 Site visit (December 2004)
 Transition Syllabus submitted
March 2005
 Acceptance pending review
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MTSU/NASA /FITS
Partnership
Partnering with MTSU/NASA SAFER Grant
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800K Grant to study FITS Pvt/Instrument training
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FITS Team providing the syllabus
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MTSU providing the aircraft and subjects
 Diamond DA-40
 Garmin G-1000 Equipped
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Win/Win situation
 Independent evaluation of the FITS Pvt/Inst Syllabus
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Results early 2005
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 Site visit, February 2004
 Site visit, March 22 March
2005
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 Avemco support!
 FITS Insurability
requirement for TAA’s
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FBO’s and Other Training Providers
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Aero Tech Inc.
ASA
Skyline Aeronautics
Garmin
HPTI
Hudson
CAP
Electronic Flight Solutions
King Schools
Magenta Line
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“FITS” Future Plans
Applied Research
Increase Customer Base
 Apply Lessons Learned to the Generic Documents
 Develop Guidance for Instructors, Inspectors, and
FBOs
 Identify and track FITS graduates
 TAAP Lab Research and Development
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FITS Updates
Revised (Simpler) Grading Scale
Integration of the 5 P Concept for SRM
Improved Guidance for Scenario
development
Review of the FITS Pvt/Instrument Syllabus
based on the MTSU experience
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Current Learner Centered Grading Scale
The object of scenario-based training is a change in the thought processes,
habits, and behaviors of the students during the planning and execution of the
scenario. . Since the training is student centered the success of the training is
measured in the following desired student outcomes:
 Describe – at the completion of the scenario the PT will be able to describe the physical
characteristics and cognitive elements of the scenario activities.
 Explain – at the completion of the scenario the PT will be able to describe the scenario
activity and understand the underlying concepts, principles, and procedures that comprise the
activity.
 Practice – at the completion of the scenario the student will be able to practice the
scenario activity with little input from the CFI. The PT with coaching and/or assistance from
the CFI will quickly correct minor deviations and errors identified by the CFI.
 Perform - at the completion of the scenario, the PT will be able to perform the activity
without assistance from the CFI. Errors and deviations will be identified and corrected by the
PT in an expeditious manner. At no time will the successful completion of the activity be in
doubt. (“Perform” will be used to signify that the PT is satisfactorily demonstrating proficiency
in traditional piloting and systems operation skills)
 Manage/Decide - at the completion of the scenario, the PT will be able to correctly
gather the most important data available both within and outside the cockpit, identify possible
courses of action, evaluate the risk inherent in each course of action, and make the appropriate
decision. (“Manage/Decide” will be used to signify that the PT is satisfactorily demonstrating
good SRM skills).
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Draft Collaborative Learner Centered Grading Scale *
The object of scenario-based training is a change in the thought processes,
habits, and behaviors of the students during the planning and execution of the
scenario. The student will participate in the grading process. Since the training is
student centered, the success of the training is measured in the following desired
student outcomes:
Maneuver Grades (Tasks)
Understand – at the completion of the scenario the PT will be able to describe the
scenario activity and understand the underlying concepts, principles, and
procedures that comprise the activity.
Practice – at the completion of the scenario the student will be able to plan and
execute the scenario. Coaching, instruction, and/or assistance from the CFI will
correct deviations and errors identified by the CFI.
Perform
- at the completion of the scenario, the PT will be able to perform the activity
without assistance from the CFI. Errors and deviations will be identified and
corrected by the PT in an expeditious manner. At no time will the successful
completion of the activity be in doubt. (“Perform” will be used to signify that the PT is
satisfactorily demonstrating proficiency in traditional piloting and systems operation skills)
Not Observed – Any event not accomplished or required.
* Note: Grading will be conducted independently by the student and instructor and
compared during the flight critique.
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Draft Collaborative Learner Centered Grading Scale*
The
object of scenario-based training is a change in the thought processes, habits, and
behaviors of the students during the planning and execution of the scenario. . The
student will participate in the grading process. Since the training is student
centered the success of the training is measured in the following desired student
outcomes:
Single Pilot Resource Management (SRM) Grades
Understand – the student can verbally identify, describe, and understand the risks
inherent in the flight scenario
Practice –
the student is able to identify, understand, and apply SRM principles to the
actual flight situation. Coaching, instruction, and/or assistance from the CFI will
quickly correct minor deviations and errors identified by the CFI. The student will
be an active decision maker.
Manage/Decide – the student can correctly gather the most important data
available both within and outside the cockpit, identify possible courses of action, evaluate
the risk inherent in each course of action, and make the appropriate decision. Instructor
intervention is not required for the safe completion of the flight.
* Note: Grading will be conducted independently by the student and instructor and
compared during the flight critique.
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The SRM 5P Check:
The “5P” Check
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The Plan?
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The Plane?
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The Pilot?
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The Passengers?
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The Programming?
The “Decision
Points”
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Pre-Flight
Pre-Takeoff
Mid-Point
Pre-Descent
Pre-IAF
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The SRM 5P Check:
The Plan?
 Weather?
 Route?
 Publications?
 ATC Reroutes and
Delays?
 Fuel Remaining?
The Plane?
 Mechanical Status?
 Automation Status?
 Database Currency?
 Circuit Breakers?
 Backup Systems?
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The SRM 5P Check:
The Pilot?
 “I”llness?
 “M”edication?
 “S”tress?
 “A”lcohol
 “F”atique
 “E”motions
The Passengers?
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Pilots or Non pilots?
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Nervous or Quiet?
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Experienced or New?
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Helpful or a Handful?
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Urgent or Optional?
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Business or Pleasure?
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The SRM 5P Check:
The Programming:
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Preprogram the:
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Anticipate:
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Autopilot?
GPS?
MFD/PFD?
Likely Reroutes and
Clearances?
“Crunch” Points?
Manual Backup?
High terrain Encounters?
Question:
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What’s it doing?
Why is it doing that?
Did I Do That?
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SRM “5P”Decision Process
At several predetermined decision points consider the following!
What's the situation? The 5 P’s (Plan, Plane, Pilot, Passengers, and Programming)
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What's changed since your original Go/No Go decision.
What negative outcomes are we more exposed to?
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Engine failure,
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Avionics failure
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Missed approach
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Pilot overload
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Mistakes on approach / final
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CFIT,
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Fuel exhaustion
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Icing, loss of control.
What can we do to minimize the increased risk associated with those outcomes?
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Use automation to reduce workload / increase awareness.
Use MFD to maintain terrain awareness, etc
Use passengers to share workload / monitor environment
Request
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A simpler approach
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Single frequency approach
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Vectors to final
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Declare min fuel
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Ask for altitude / routing change
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Turn down "difficult" ATC requests
Prioritize tasks
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If we can't do everything well, at least get the important things right.
What are they?
What can we "shed“
Is the resulting risk acceptable?
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Would I have taken off knowing this was going to happen?
If not, divert / terminate the flight early
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FITS Survey Efforts
 Surveys are being collected at
COPA, Cirrus and Cessna
 This will expand to Diamond,
Mooney, Lancair, BPPP, and
others shortly.
 Purposes
 Improvement of current FITS
concepts/documents
 Measurement of FITS
application
 Forms basis for a longitudinal
study
Limitations
Manufacturers are uniformly
protective of sensitive customer
information
Customer participation is
voluntary.
Good response to date
Information is dependant
on customer setting and
surrounding.
Requires an additional effort to
track FITS vs. Non FITS data.
Industry consent
Protection of proprietary
information
Discretion in how the data
is used.
We need FOC suggestions
and participation.
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Technically Advanced Aircraft
Performance (TAAP) Lab
 Two locations ERAU/UND
 Allows real time testing of FITS
educational principles
 Extensive data collection capability
 Supports ongoing student research.
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FAA Industry Training Standards,
“FITS”
Aero–Tech, Inc.
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