Page 44 - Volume 14 Number 4

Gil: An advantage for me is that my flying tends to be repetitious; I fly the same or same type of routes frequent- ly and in mostly the same conditions. Unfortunately, this means that it may be a long period of time between using some avionics functions. It’s the unexpected or unfamiliar thing that I find pushes my competency envelope. By using our syllabus, I’m sure I will get reinforcement on a regular basis. As another way to avoid being stumped due to a memory lapse, I have developed a series of memory aids. Figure 2 is an example for the Garmin Perspective Plus VNAV with Off Set function. I developed a series of icons that represent the controls and actions of the Perspective Plus. I then laid out the sequence using the icons for major functions. In the example first step, press the ATK OFS soft key, second step turn the outer knob (shaded) to VNV Altitude field, next perform the key entry altitude, and so on. The icons make it easy to follow with a visual glance, requiring a minimum of reading. In practice, once you take the first correct step, the rest is easily recalled. I have laminated these memory aids (they stay in the aircraft) as well as loaded them in the documents section of ForeFlight. They can also be great for refreshing your memory if you haven’t done one of the functions for a while; on a cross-country flight, just scan through the panels and reinforce the function in your mind. The memory aids consist of 18 separate sections (panels in the cases of avionics functions like Figure 2), plus emergency procedures and CAPS procedures on two two-sided, 8.5 x 11 laminated pages (see Figure 3 and 4). As a sidelight I also have the electrical diagram, circuit breaker layout, Red Fin diagram, as well as the pilot guides for the avionics and POH in the Foreflight documents section.
Brian: While we are flying, I check off each task that we accomplish. At the end of the flight we discuss any aspects that need further review or explanation, and I hand the syllabus with my check marks and any notes to Gil. He then updates the spreadsheet, showing what was done in the “last flight” column, updates the cumulative number accomplished and the last date for those items performed on that day’s flight. For example, on our flight shown in Figure 1 on the “Night Flying Procedures” line, he will place a “1”in the last flight line. Prior flights would remain zero since this was the first time this six months, and Nov. 19 would go in the last date field and the “cum” would become one. He retains a copy of the flight in a “Recurrent Training” file, so we can review our past work anytime we need to.
Too often, training pilots is a singular experience conducted in one day for a short time. Our technique is focused on recurrent and continuous training, resulting in a much wider dimension of teaching. With this approach individual strengths and weaknesses can be learned and properly cultivated. This then results in a training plan more inclusive to all the pilot’s needs and focusing on customizing it to the individual pilot. There is no “one size fits all” approach to training. This format allows the right size for the right fit. I love to teach flying but feel incomplete when the job is cut short by time or other factors.
42 ■ COPA Pilot
MAY 2019