Flight Training

Women & Aviation: Still No Real Change

January 2, 2011 by Scott Spangler

As part of the conversation on the AOPA survey on why students drop out of aviation, we got an e-mail from Dr. Penny Rafferty Hamilton, Ph.D. She had recently completed a two-year research project that led to Teaching Women to Fly, which shares the results.

And they are depressing.

What makes them such a downer is not just the scarcity of female pilots, who are just 6 percent of the pilot population. It’s that their numbers have not grown, despite 20 years of trying by Women in Aviation International and other groups and individuals.

Like the dropout rate, this static, single-digit aviation participation by roughly half the population is another indictment against the industry’s rep of being innovative and forward looking, forward thinking, and forward acting. It is further evidence that aviation tradition is impeding its progress.

CPC Training Sets Customer Service Baseline

December 14, 2010 by Scott Spangler

Customer service, as the AOPA student retention survey recently reaffirmed, plays an important role in the student pilot dropout rate. As anyone who has called or visited more than one flight school can attest, the quality of customer service—good, bad, or mediocre—depends on the school’s owner.

Over the past couple of decades I’ve visited more than a few of the 270 Cessna Pilot Centers and found their service predictably positive. This didn’t happen by accident, says CPC Manager Julie Filucci. Cessna launched its flight school network in 1973. Since then it has assessed the practices of its more successful affiliates and shared the accumulated knowledge through various training programs.

A critical component is “delivering a customer experience commensurate” with the other services Cessna provides, she continues. “As the primary point of contact with students,” to CPC customers, “flight instructors are the face of Cessna.” To ensure that CFIs put their best face forward, they each receive training that sets a how-to baseline and establishes “the core customer experience.”

Understanding how flight schools compete, Filucci’s predecessors focused on “a few key areas that we knew were differentiators.” Early on, the training was face-to-face, but it is now delivered by a 15-minute video, Checklist for Success.

Fixing Flight Training: the FT-IEP

December 6, 2010 by Scott Spangler

Introduced in Fixing Flight Training: What You Can Do Now!, the flight training individual education plan, or FT-IEP, can be initiated by students, instructors, or flight schools. It has the potential to alleviate three of the four dropout motivators identified by the AOPA survey: poor educational quality, poor information sharing, and poor customer focus. A binding contract, it itemizes every aspect of training, from who’s responsible for what, and the consequences for falling short of those responsibilities.

It need not be a complicated document. Start with the educational goal: name the certificate and/or rating desired by the student. Then itemize how the team of student, teacher, and school will measure the achievement of that goal. The appropriate FAA Practical Test Standards seems appropriate.

The educational plan is the curriculum that plots the route to the goal. During the FT-IEP meeting, attended by the student, teacher, and school, go through every step of it from first flight to test prep to checkride. Ideally, progress should be proficiency based, so students will move to the next lesson once they have demonstrated consistent ability. Lesson plans include the methods and criteria used to make those measurements.

The lesson plans that build the curriculum should be specific, covering everything from homework to pre- and post-lesson briefings and the necessary resources such as ground school courses and materials, classrooms, training aids, simulators, and training aircraft. Somehow the FT-IEP should specify the consequences for any member of the educational team who comes unprepared. Because cost is an undeniable factor in learning to fly, this seems a good option.

Fixing Flight Training: What You Can Do Now!

December 2, 2010 by Scott Spangler

In the overwhelming number of comments to last week’s Aviation Has the CFIs it Deserves, pilots, instructors, and flight school owners clearly confirmed the veracity of AOPA’s survey that identified the leading causes of aviation’s 80-percent dropout rate. You can file the majority of their shared experiences under poor educational quality, poor customer focus, poor information sharing, and (just once) poor community.

The pressing question now, however, is: What are we going to do about this, who is going to do it, and when are we going to take action? Timing is critical because this may well be our last chance to give aviation a future. As the American plutocracy soaks up what remains of the income the rest of us still earn, the pool of potential pilots with the resources to see training through to certification continues to evaporate. Our only hope is to seal every leak in the sustaining pilot pipeline.

Acting on its survey results, AOPA’s first step will be giving new life to Flight School Business News (aka FSBN, pronounced fizz-bin). AOPA Publications is now evaluating its medium and content, said Jennifer Storm, director of public relations and leader of AOPA’s Flight Training Student Retention Initiative. (She is uniquely qualified, an active CFI with a master’s degree in education, majoring in instructional design and online learning.) Right now it seems the publication will be digital and descriptive, with face-to-face forums at major aviation events.

For the unfamiliar, FSBN was conceived in the early 1990s, when we at Flight Training magazine realized that flight school operators were pilots with insufficient knowledge of essential business practices. We attempted to fill in the blanks with prescriptive how-to articles and descriptive snapshots of other school’s successful practices in a monthly 8-to-16 page newsletter. It was well received by the 1,000 or schools that received it, but given the dropout rate and AOPA survey results, it would safe to assume that few schools acted on the information it provided.

Aviation Has the CFIs it Deserves

November 13, 2010 by Scott Spangler

Called with the dawn of Veteran’s Day to substitute for a middle school special education teacher, I missed the online AOPA Aviation Summit presentation that conveyed the results of its survey of flight training dropouts. I haven’t found the archived video, but I did find a couple of releases that provided some the the information I’ve been waiting for.

Many in the industry, it seems, were surprised that the cost of flying, while a factor, isn’t the primary reason 80 percent of students quit before receiving their certificates. According to AOPA Convenes Major Flight Training Summit, students quit because of poor educational quality, poor customer focus, poor community, and poor information sharing.

In the AOPA Online Newsroom, AOPA Convenes Flight Training Summit provides more specifics. The research’s 47 statistically valid attributes fell into “11 discrete factors that affect the student pilot experience. Five of the 11 are directly related to educational quality with respect to both individual instructor effectiveness and flight school support for and management of instructors: effective instruction; organized lessons; flight school policies that support and maximize instructor effectiveness; providing additional resources; and test preparation.”

In other words, it’s the teacher’s fault, just as it is in public schools when students don’t meet expectations set by politicians and other experts. This should not surprise anyone on either side of the airport fence because in the pantheon of professions, Americans behold teachers with stratospheric disregard. Unappreciated with over work, low pay, and responsibility without support or authority, we have the teachers we deserve.

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