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PUBLISHED DATE: - 21-08-2024
https://doi.org/10.37547/tajet/Volume06Issue08-06
PAGE NO.: - 48-54
METHODS OF EFFECTIVE TRAINING OF TRAINEE
PILOTS FOR CO-PILOT WORK
Kim Valeriy Aleksandrovich
Type Rating Instructor, 2 Flight
Division of the Flight Service Department of “UZBEKISTAN
AIRWAYS” JSC, Tashkent, Uzbekistan
INTRODUCTION
The primary objective of all organizations that
train pilots in aviation is to ensure the safety of
flights. Since most aviation incidents occur due to
human errors, any improvements in personnel
training significantly enhance safety levels. The
training of aviation specialists is divided into
theoretical and practical parts. Theoretical training
provides the foundational knowledge and skills
that create the basis for further acquisition of more
specific competencies. This stage is essential for
the development of practical skills and the
formation of approaches to performing specific
tasks. Only with fundamental knowledge can
specialists effectively apply them in practice,
making theoretical training crucial for successful
learning. After mastering theoretical knowledge,
students move on to practical sessions on
simulators. Reinforcing skills requires repetitive
actions, which helps to strengthen synaptic
connections in the brain [1].
Therefore, the aim of this work is to examine
methods for the effective preparation of trainee
pilots to work as co-pilots.
General Characteristics of Pilot Training
Pilot training is a process of education and training
aimed at acquiring the necessary knowledge, skills,
and experience for the safe and efficient operation
of aircraft (hereafter referred to as AC) [2]. The
relevance of researching this topic is driven by the
number of aviation incidents, with statistical data
presented in Table 1.
RESEARCH ARTICLE
Open Access
Abstract
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Table 1. Statistical Data of Air Accidents [3,4]
Type of Air Accidents
2023
2022
Average Over 5 Years
(2019-2023)
Rate of all air accidents
(accidents per million
flights)
0.80 (1 accident per
1.26 million flights)
1.30 (1 accident per
0.77 million flights)
1.19 (1 accident per
0.88 million flights)
Total air accidents
30
42
38
Fatalities
72
158
143
Risk of fatality
0.03
0.11
0.11
Loss of aircraft hulls
(per million flights)
0.00 (1 major accident
per 0.00 million flights)
0.24 (1 major accident
per 4.11 million flights)
0.14 (1 major accident
per 4.94 million flights)
Loss of turboprop
aircraft hulls (per
million flights)
0.57 (1 hull loss per
1.76 million flights)
1.76 (1 hull loss per
0.57 million flights)
1.21 (1 hull loss per
1.03 million flights)
Total number of flights
(million)
37.7
32.2
32.9
Increasing the likelihood of pilots performing
error-free actions during aircraft operations is
achieved by increasing the amount of information
that needs to be processed and reducing the
number of sources available in the field of vision.
This approach allows for the determination of the
optimal order of information usage during training
and effectively engages cognitive converters,
contributing to the formation of a conceptual
model of the air situation for pilots [5].
The high level of responsibility placed on civil
aviation pilots dictates specific requirements for
both their selection and professional training. S.V.
Marihin (Sergei Vasilyevich Marihin, Doctor of
Pedagogical Sciences, Candidate of Psychological
Sciences, Associate Professor, and Professor of the
Department of Social and Economic Sciences and
Services at the Saint Petersburg State University of
Civil Aviation) and K.M. Nasirova (psychologist)
emphasize in their research that qualities such as
muscle strength, coordination, operational
thinking, and psycho-emotional stability are
crucial for pilots to effectively manage an aircraft.
In the Republic of Uzbekistan, pilot training is
conducted in accordance with the Cabinet of
Ministers' Resolution No. 524 dated July 19, 2017,
aimed at improving personnel training in civil
aviation. Courses for pilot training are conducted at
the State Unitary Enterprise "Training Center" of
the National Airline "Uzbekistan Airways" for
specialists with higher technical education. The
objectives of these courses are:
- Ensuring the training of civil aviation specialists
in accordance with international standards.
-
Developing
curricula,
programs,
and
methodological materials based on the advanced
experience of leading global educational
institutions in civil aviation.
- Strengthening cooperation with leading foreign
universities and research centers specializing in
civil aviation [11].
Thus, it can be noted that the regulatory act clearly
outlines the requirements for training civil aviation
pilots, ensuring a high level of safety and
professionalism. In turn, to meet these
requirements, it is necessary to use existing
methods in the training process, which may include
both theoretical training and practical exercises,
enabling future pilots to acquire the necessary
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knowledge and skills to work successfully in
complex conditions. Below, Table 2 presents the
main pilot training methods.
Table 2. Pilot Training Methods
Training
Methods
Method Description
Problem-
based
learning
The problem-based learning method is actively used for training aviation personnel.
During training on complex flight simulators, instructors create problematic situations
by simulating various flight conditions. The instructor, acting as one of the pilots,
deliberately makes errors to develop trainees' skills in attention distribution and
switching under increased workload. This includes: a) failure to perform the required
action; b) performing unnecessary actions; c) inaccurate execution of the required
action; d) delayed execution of the necessary action.
Heuristic
method
The heuristic method, developed by Yu.Yu. Mikhalchevsky, A.V. Sedov, and M.Yu.
Smurov, focuses on the creative analysis of decisions. Trainees compare their
solutions with those of experienced pilots, which contributes to the long-term
retention of knowledge and skills.
Game-based
method
Research by V.P. Tretyakov and A.V. Zakharov highlights the effectiveness of game-
based methods in pilot training. They note that generating games used during training
improve pilots' readiness for extreme situations. These games help accelerate the
formation of a professional pilot image, which enhances the reliability of flight task
performance.
Distance
learning
methods
In the modern world, distance learning plays an important role in aviation personnel
training. Key methods include: Online schools – comprehensive programs aimed at
developing crew resource management competencies. Online webinars – involve
discussions, exercises, and observations that contribute to a deeper understanding of
topics. Auto-webinars and self-study – allow trainees to absorb materials at a
convenient time. Individual and team coaching – helps trainees to uncover their goals
and tasks, developing non-technical competencies. The 4D system consists of four
dimensions: depth of knowledge, dynamics, directiveness, and didactics. Depth of
knowledge implies a comprehensive study of the theoretical foundations of aviation
and all aspects related to piloting. Dynamics involve the active use of simulators to
create various flight scenarios, allowing pilots to gain experience in different
conditions and situations. Directiveness involves a structured approach to training,
where trainees receive clear instructions and guidance from experienced instructors,
helping them to acquire the necessary skills and knowledge more effectively.
Didactics encompasses the methods and principles of training aimed at enhancing the
effectiveness of the learning process through interactive methods, feedback, and
continuous assessment. This system focuses on optimizing problem-solving and
improving teamwork, ensuring comprehensive pilot training by combining theoretical
learning with practical exercises, resulting in highly qualified specialists capable of
performing their duties safely and efficiently [6,8].
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Currently, Uzbekistan operates a training center
dedicated to the training and retraining of aviation
personnel. The center provides initial training for
pilots, civil aviation flight attendants, and flight
operations personnel for work in airline flight
control centers and air navigation services.
Advanced training courses, approved by the
Aviation Administration of the Republic of
Uzbekistan, are conducted in strict accordance
with ICAO and IOSA standards. The center is
equipped with a modern simulator complex
[12,13].
A.A. Biryukov (author of scientific works,
postgraduate student at Ulyanovsk State
Pedagogical University named after I.N. Ulyanov,
Ulyanovsk) notes that the purpose of advanced
training courses is to adjust the professional skills
of pilots to ensure the safety of all flight
participants. Particular importance in ensuring the
proper level of pilot training has been given to
approaches such as the contextual and
competence-based approaches. The competence-
based approach focuses on developing specific
skills and abilities in pilots necessary for
performing tasks under real conditions. It involves
not only theoretical learning but also practical
training aimed at honing specific skills (aircraft
control, navigation systems usage, decision-
making in complex situations). The contextual
approach, in turn, emphasizes training under
conditions as close to real-life scenarios as
possible, including the simulation of various flight
scenarios and emergency situations. Therefore, it is
hard to disagree with T.V. Safonova (Doctor of
Pedagogical Sciences, Professor, Professor of the
Department of Social and Humanitarian
Disciplines, GUZA) who believes that the success of
pilot training will significantly increase with the
integration of competence-based and contextual
approaches. In her work, Safonova identifies
several stages of pilot training, presented in Table
3.
Table 3. Stages of Training of Civil Aviation Pilots [6]
Training Stage
Training Goal
Main Content
Organization
Form
Methods
Informational
Forming
motivational and
theoretical
readiness of pilots
Transformation of
educational activities
into educational-
professional joint
activities
Lecture
1) Informational
2) Problem-based
3) Dialogical
Practical
Forming
motivational and
practical readiness
of pilots
Transformation of
educational activities
into quasi-professional
joint activities between
instructor and trainees,
and among trainees
Business game
1) Dialogical
2) Problem-based
Independent
Work
Motivating
independent
activities
Transformation of
independent
educational activities
into educational-
professional activities
Business game;
simulation
training; course
work, report
preparation
Research method
Diagnostic
Stage
Reflective function
in training,
Transformation of
reflective educational
Tests, control
work, exam
Dialogical method
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feedback
activities into
educational-
professional reflective
joint activities
MODERN TRAINING METHODS
The concept of combined activity emphasizes the
importance of performing multiple tasks
simultaneously
during
flight,
especially
independently. This aspect requires pilots to have
skills in attention distribution and correct task
execution order, which can be challenging for
beginners. Flight instructors in the initial stages of
training are required to help students develop the
ability to clearly apply theoretical knowledge in
practice, teach proper attention distribution, and
the correct order of actions. The training program
includes exercises to practice various failures and
emergency situations both on the simulator and in
actual flight, allowing for the assessment of the
pilot's actions and stress resilience. Regular post-
flight debriefings and check flights aim to increase
students' readiness for any deviations from the
flight plan.
In the 21st century, with most flights being
conducted using autopilot, pilots may lose
concentration and reaction speed to deviations.
Therefore, it is crucial for pilots to constantly
monitor the operation of all systems and be ready
to make decisions to safely complete the flight. This
concept is applied at the third level of initial
training on DA-42 NG aircraft, where a significant
portion of flights is performed in autopilot mode.
Instructors periodically assign students tasks to
determine the current flight parameters and
require a switch to manual mode to perform
maneuvers, which develops engagement and
concentration on flight control.
At the same time, there are concepts that require
improvements in their implementation. The
concept of simulator training is an essential part of
pilot training. Modern simulators can model up to
97% of real flight, allowing for the practice of any
emergency situation without risk. However, in civil
aviation educational institutions, simulators are
often used to familiarize students with cockpit
equipment and standard procedures due to
technical limitations. Instructors note that this can
lead to negative skill transfer from the simulator to
the actual aircraft. More advanced simulators, such
as Full Flight Simulators (FFS), could improve
training, but their use is limited due to high
financial costs and maintenance complexity. As a
result, simulators are not perceived by students or
instructors as close to real flights.
The concept of human factors (HF) is also
important in modern aviation. In the 21st century,
with the high reliability of aviation technology,
most aviation incidents are related to human
errors. The consideration of human factors is
necessary at all stages of aviation activities,
including initial training. The International Civil
Aviation Organization (ICAO) defines HF as the
science of people in their working environment
and their interactions with machines and
surroundings. Leading airlines implement Crew
Resource Management (CRM) techniques and
Evidence-Based Training (EBT), which contribute
to developing the competencies needed for the safe
operation of aircraft. However, in Russian civil
aviation educational institutions, there is no initial
training in CRM, which negatively affects pilots'
professional growth. Introducing a CRM program
at the initial training stage would positively impact
pilot training and employment, as the level of HF
training in the CIS regions is insufficient [7].
When discussing approaches to training trainee
pilots to work as co-pilots, this process includes
several key stages aimed at enhancing their
competence and readiness to perform their duties.
Initially, candidates for the role of co-pilots
undergo a selection process that includes
interviews, technical knowledge assessments,
psychological testing, document verification, and
cognitive tests [8]. After successful selection,
trainee pilots undergo a "Pilot Indoctrination"
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course, which lasts about two weeks and includes
theoretical training. During this course, candidates
for the co-pilot position become familiar with the
airline's operational and administrative policies,
study manuals, undergo emergency procedure
training, and perform administrative functions
related to flight operations.
The next stage is "Initial Qualification Training,"
which includes several series of training. Stage 1
focuses on learning aircraft systems, followed by
Stage 2, which involves studying systems in a non-
simulated environment. Stage 3 consists of
practical piloting skills training in a full-flight
simulator with visualization, and in the
penultimate stage, pilots fully master all phases of
flight in real conditions. The final stage involves
maneuver checks and obtaining a pilot's license [9].
After this, pilots undergo the "Operational
Experience in Aircraft" stage, where they perform
actual flights under the supervision of an
experienced instructor. Upon completing the
required number of hours and landings, pilots
undergo a final evaluation, known as the "Line
Check," after which they receive full co-pilot
qualification. Effective methods in this process
include:
- The use of simulators, allowing pilots to safely
practice various scenarios, including emergency
situations, which significantly enhances their
readiness for actual flights.
- The integration of theory and practice enables
pilots to better understand and retain the material
necessary for performing their duties.
- Periodic training and reevaluation of abilities help
pilots maintain a high level of qualification and
readiness for any situations that may arise during
a flight.
- Psychological testing and training to assess and
develop the ability of pilots to remain calm and act
effectively in stressful situations [10].
These methods aim to ensure flight safety and
efficiency, as well as support the professional
growth of pilots throughout their careers.
CONCLUSION
In conclusion, the effective preparation of trainee
pilots to work as co-pilots requires a
comprehensive
approach
that
combines
theoretical and practical training. Theoretical
training provides the foundation for developing the
necessary competencies, while practical sessions
on simulators help solidify skills and strengthen
synaptic connections. The application of various
training methods, including problem-based,
heuristic, and game-based approaches, enhances
pilots' cognitive abilities and stress resilience.
Distance learning and individual coaching play
crucial roles in the modern educational process.
The implementation of innovative methods and
technologies, such as the 4D system, along with a
focus on meteorological training, significantly
enhances the level of professional preparation. The
integration of competence-based and contextual
approaches is a key factor in ensuring high-quality
training and, consequently, improving flight safety.
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