## F LIGHT 

## C REWMEMBER 

## M ENTORING 

## , L EADERSHIP 

## , AND 

## P ROFESSIONAL 

## D EVELOPMENT 

## A VIATION 

## R ULEMAKING 

## C OMMITTEE 

## R ECOMMENDATIONS



# Report from the MLP ARC

November 2

, 2010Flight C rew member Mentoring, Leadership, and Professiona l Development Recommendations: MLP ARC Report ii



## Table o f Contents
Executive Summary

................................ ................................ ................................ ..................... iii
1.0 MLP ARC Background

................................ ................................ ................................ ......... 1

2.0 Recommendations

................................ ................................ ................................ .................. 4
2.1 Flight Crewmember Mentoring Programs

................................ ................................ ........... 4

2.2 Flight Crewmember Professional Development

................................ ................................ .. 7

2.3 Methods to Es tablish or Modify Training Programs to Accommodate Substantially Different Levels and Types of Experience

................................ ................................ ............... 10

2.4 Enhancements to Upgrade Training to Include Leadership and Command Training

....... 22

2.5 Enhancements to Recurrent Training to Include Leadership and Command Training

..... 27

2.6 Other Actions That May Enhance Fligh t Crewmember Professional Development

......... 28

3.0 Dissenting Report

................................ ................................ ................................ ................. 33

National Air Carrier Association (NACA)

................................ ................................ ............... 33

Appendix A

— Members and Staff

................................ ................................ .......................... A

– 1
Appendix B

—Attendance Graph

................................ ................................ ............................ B

– 1
Appendix C

—Acrony ms ................................ ................................ ................................ ......... C

– 1
Appendix D

— Generational Communications Presentation

................................ ................ D

– 1
Appendix E

— Decision

- making in Aviation

................................ ................................ ............ E

– 1
Appendix F

— Workplace Preferences of Millennials in the Aviation Industry

.................. F

– 1
Appendix G

— 2010 Pilot Source Study

................................ ................................ .................. G

– 1Flight C rew member Mentoring, Leadership, and Professiona l Development Recommendations: MLP ARC Report iii



## Ex ecutive Summary

On September 15, 2010, the Administrator established the Flight Crewmember Mentoring, Leadership and Professional Development (MLP) Aviation Rulemaking Committee (ARC ) in response to Congress enacting the Airline Safety and Federal Aviation Administration Extension Act of 2010 (Pub. L. 111

– 216)

. Section 206 Flight Crewmember Mentoring, Professional Development and Leadership

, requires each Title 14

, Code of Federal Regulations ( CFR ) p art 121 air carrier establish flight crewmember mentoring programs, establish flight crewmember professional development committees, establish or modify training programs to accommodate substantially different levels and types of flight experience

, and incorporate leadership and command training for all flight c rewmembers.

The MLP ARC provided a forum for the U.S. aviation community, including representatives from the Air Line Pilots Association (ALPA), Air Transport Association (ATA ), Coalition of Airline Pilots Association s (CAPA), National Air Carrier Associ ation (NACA), National Association of Flight instructors (NAFI), Regional Airline Association (RAA), and the University Aviation Association (UAA) to craft recommendations that will help th e Federal A v iation Administration ( FAA ) develop requirements for ai r carriers to establish or modify programs address ing mentoring, leadership

, and professional development of flight crewmembers in p art 121 operations. The MLP ARC was tasked with developing recommendations by November 15, 2010

, for submittal to the Assoc iate Administrator for Aviation Safety for rulemaking consideration.

The MLP ARC established an aggressive schedule to meet the timeline and fully deliberated these important questions. Members of the MLP ARC provided their knowledge of current programs in these areas and reached out to industry for supporting documentation of research and existing courses to establish a ―best practices‖ baseline. In order to fulfill its charter, the members of the MLP ARC focused on a strategy to establish the competen cies of the professional pilot. A professional pilot is one who has achieved a level of knowledge, skill, attitude

, and behavior that assures competence in the safe and efficient operation of aviation systems for the benefit of the traveling public. A pr ofessional pilot is a specialist possessing a distinct body of knowledge gained by study, experience, and practice. The desired outcome, therefore, is a professional pilot who applies those attributes to the safe and efficient operation of aviation systems using imagination, intuition, judgment, competence, reason, ethics, integrity, and responsibility.

The MLP ARC created specific recommendations with significant detail for each of the six areas requested, all of which have overlapping elements, but speci fically, the M LP ARC recommends

—

 Flight crewmember mentoring programs

—

o Select and train ― career mentors ‖ for newly hired pilots, initial upgrading captains

, and other specific situations that the carrier‘s ― p rofessional d evelopment steering

c ommittee ‖ deem s necessary , andFlight C rew member Mentoring, Leadership, and Professiona l Development Recommendations: MLP ARC Report iv

o E stablish a n air carrier mentoring program through education and training of all flight crewmembers, instructors and flight operations leaders

.

 Flight crewmember professional development committees

—

o Establish a new part 119 professional d evelopment position, charged with the duties and responsibilities of professional development programs at the air carrier , and

o Establish a p rofessional d evelopment s teering c ommittee (PDSC) consisting of leaders of flight operations management and pilot re presentatives for career professional development programs specific to the air carrier to oversee all professional development programs

.

 Methods to establish or modify training programs to accommodate substantially different levels and types of experience

—

o Improve and expand upon the new

- hire pilot indoctrination course, specific to the air carrier and its operational environment, t o include a basic understanding of the air carrier ‘s management, the pilot ‘s representation

, and the company‘s professional de velopment program , and

o Determine through the PDSC whether current flight crewmembers have a level of knowledge equivalent to the new indoctrination course and to provide gap training so that all crewmembers have a common level of knowledge.

 Enhancements t o upgrade training to include leadership and command training

—

o Establish a minimum 32

- hour course in leadership and command for newly upgrading captains

.

 Enhancements to recurrent training to include leadership and command training

—

o Establish a 4

- year cycl e with continuin g education on mentoring, professional development

, and leadership and command skills

.

 Other actions that may enhance flight crewmember professional development

—

o Provide training on leadership and command principles to all flight crewmember s ,

o Introduce leadership and command principles into the knowledge test

. The p ractical test standards (PTS) will reflect the need for the applicant to demonstrate this knowledge during the Commercial Pilot, Certifi cated Flight I nstructor , and Air Transpor t Pilot practical test.

o Require that a ll pilots hired by part 121 operators be required to hold

, at a minimum

, a bachelor ‘ s degree. Any flight crewmember employed by a part 121 air carrier on the date of implementation to be ―grandfathered‖ for the remain der of their career.Flight C rew member Mentoring, Leadership, and Professiona l Development Recommendations: MLP ARC Report v

The members of the MLP ARC wish to thank the Administrator for the opportunity to offer our recommendations on these important questions confronting the air carrier industry

. We remain available for further consultation as necessary.

Respectfully submitted,

Captain Kurt Shular Captain John Sluys MLP ARC Co

- Chair MLP ARC Co

- Chair Air Transport Association Air L ine Pilots Association, Int ernationalFlight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 1



## 1.0 MLP ARC Background

MLP ARC C HARTER The Flight Crewmember Mentoring, Leadership and Professional Development ( MLP) Aviation Rulemaking Committee (ARC) will provide a forum for the U.S. aviation community to discuss recommendations that will help the Federal Aviation Administration ( FAA ) develop requirements to ensure that air carriers establish or modify programs that address mentoring, leadership and professional development of flight crewmembers in Title 14

, Code of Federal Regulations ( CFR ) part 121 operations. Specifically, the MLP ARC should consider and address

—
a) Flight crewmembe r mentoring programs

, b) Flight crewmember professional development committees

, c) Methods to establish or modify training programs to accommodate substantially different levels and types of experience

, d) Enhancements to Upgrade Training to include leadership and command trainin g,
e) Enhancements to Recurrent Training to include leadership and command training , and

f) Other actions that may enhance flight crewmember professional development

.
The MLP ARC will develop recommendations and submit them to the Associate Admini strator for Aviation Safety for rulemaking consideration by November 15, 2010.

A IRLINE S AFETY AND F EDERAL A VIATION A DMINISTRATION E XTENSION A CT OF 2010 (P UB

. L. 111

– 216) § 206
SEC. 206. FLIGHT CREWMEMBER MENTORING, PROFESSIONAL DEVELOPMENT, AND LEADERSHIP

. (a) AVIATION RULEMAKING COMMITTEE.

—
(1) IN GENERAL.

— The Administrator of the Federal Aviation Administration shall convene an aviation rulemaking committee to develop procedures for each part 121 air carrier to take the following actions:

(A) Establish f

light crewmember mentoring programs under which the air carrier will pair highly experienced flight crewmembers who will serve as mentor pilots and be paired with newly employed flight crewmembers. Mentor pilots should be provided, at a minimum, specific instruction on techniques for instilling and reinforcing the highest standards of technical performance, airmanship, and professionalism in newly employed flight crewmembers.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 2

(B) Establish flight crewmember professional development committees made up of ai r carrier management and labor union or professional association representatives to develop, administer, and oversee formal mentoring programs of the air carrier to assist flight crewmembers to reach their maximum potential as safe, seasoned, and proficien t flight crewmembers.

(C) Establish or modify training programs to accommodate substantially different levels and types of flight experience by newly employed flight crewmembers.

(D) Establish or modify training programs for second

- in

- command flight crewme mbers attempting to qualify as pilot

- in

- command flight crewmembers for the first time in a specific aircraft type and ensure that such programs include leadership and command training.

(E) Ensure that recurrent training for pilots in command includes leade rship and command training.

(F) Such other actions as the aviation rulemaking committee determines appropriate to enhance flight crewmember professional development.

D ELIBERATIONS

The MLP ARC began its discussions on Wednesday, September 29, 2010

, and met frequently until November 2 , 2010 , in an effort to meet the aggressive timeline established by the Administrator. During this period, the MLP ARC members received copies of programs for

new

- hire pilot indoctrination, union pilot mentoring programs, and up grade/in

- command syllabi from industry

. The ARC also received a presentation from Chris Brown, SkyWest Airline s, concerning its professional development courses.

The MLP ARC also received briefings from Capt ain Dave Bushy, Chief Operations Officer ( COO ) and president, Cape Air/Nantucket Airlines; Mr. Don Skiados, P resident of Leadership, Communications and Training; and Mr. Phil Comstock , president of the Wilson Center for Public Research , who collectively addressed the generational differences in the pil ot workforce and provided a look into the future air carrier pilot characteristics and how they communicate, interact

, and prioritize their personal and professional lives. The ARC reviewed the 2010 Pilot Source Study , a research product of six air carrie r s and five academic institutions. The ARC also reviewed a report from Dr. Mary Niemczyk

, Assistant Professor in Aeronautical Management Technology at Arizona State University

, discussing the Workplace Preferences of Millennials in the Aviation Industry a nd Decision

- making in Aviation: Developing a Qualified Workforce. These research reports provide d a n examination of the future aviation professional and stressed the importance for detailed regulation and structure necessary for procedural adherence in th e workplace.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 3

D ISCUSSION

Current 14 CFR are silent on several of the questions posed to the MLP ARC

. However, a limited number of air carrier s have already instituted some programs on mentoring, leadership, and professional development that address the nee ds identified by Congress and the MLP ARC ‘s charter. The MPL ARC reviewed industry best practices that exemplified an excellent foundation for our discussion and we thank the air carrier s and unions that provided this information.

The MLP ARC propos es t he FAA create new regulations address ing the areas of mentoring, leadership

, and professional development taking into consideration existing differences between generations of aviation professionals. The ARC recommends higher standards in both education

a nd training beyond the part 121 issues brought before the ARC

. The ARC‘s view is that the following recommendations are essential to fostering the most safety conscious, professional

, educated

, and trained pilot workforce necessary to meet the demands of future air transportation.

Throughout this document, the MLP ARC uses the phrase ―new

- hir e pilot‖ to represent

new first officers and/or new flight engineers on a pilot career track

. Also, comments and recommendations concerning passenger operations may n ot be applicable to all

- cargo operations.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 4



## 2 .0 Recommendations

2.1 F LIGHT C REWMEMBER M ENTORING P ROGRAMS

Pub . L. 111

– 216 § 206 (a)(1)(A) reads, ―Establish flight crewmember mentoring programs under which the air carrier will pair highly experienced flight crewmembers who will serve as mentor pilots and be paired with newly employed flight crewmembers. Mentor pilots should be provided, at a minimum, specific instruction on techniques for instilling and reinforcing the highest standards of technical performa nce, airmanship, and professionalism in newly employed flight crewmembers.‖

The MLP ARC ‘s charter includes a tasking which incorporates the prescriptive language of § 206(a)(1)(A) on this subject that reads, ―Specifically, the ARC should consider and addr ess flight crewmember mentoring programs.‖

B ACKGROUND There is currently no requirement for 14 CFR part 121 air carrier s to incorporate mentoring programs into air carrier training.

Mentor ing refers to a personal

, developmental relationship in which a m ore experienced or more knowledgeable person helps a less experienced or less knowledgeable person. The receiver of mentoring is traditionally referred to as a protégé . The MLP ARC was chartered to develop a flight crewmember mentoring program , as descri bed above.

D ESIRED O UTCOME S
For the air carrier : Create a mentoring environment an d have a continual source of de

- identified mentoring data on new

- hire pilots for analysis, eva luation, and improvement of the mentoring program.
For the career and fligh tcrew mentor : I ncrease professionalism and the level of command and leadership skills by mentoring protégé pilots.

For the protégé pilot : Increase pilot professionalism, resp onsibility, and leadership/followership skills.

R ECOMMENDATIONS
The MLP ARC r ecommends the creation of two mentoring programs: long

- term career mentoring and flightcrew mentoring. The long

- term career mentoring is accomplished by a relationship between a protégé pilot and a highly experienced senior pilot. Flightcrew mentoring is facilitated by the short

- term relationship between every captain and a first officer protégé that

occur s naturally with each crew pairing.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 5

Career Mentors

The air carrier will establish a career mentoring program with incentives for respected senior pilots to volunteer their time and expertise to develop professionalism in new

- hire pilots and pilots who are taking major steps in their air carrier career. Career mentors are pilots who are willing to establish a professional relationship with another pilot t o educate, train

, and guide them. Career mentors must be respected, seasoned pilots who volunteer to be part of the air carrier ‘s career mentoring program. Career mentors, after being selected by the certificate holder‘s PDSC , will receive specialized me ntoring training and annual recurrent training that emphasiz es items gleaned from mentoring program data collection. Career mentors are not required to be aircraft specific. Career mentors are also not required to be seniority list pilots, but they must have recent experience with the company and the operation such as retired company pilots with ample experience

. Career mentors are paired with protégé pilots at the following career milestones: (1) new

- h ire pilot s during their first year following initial hire, (2) operational transitions, and (3) initial captain upgrade at the air carrier for a captain‘s first year. The career mentor and protégé pilot will meet periodically, as determined by the PDSC.

New

- hire P eriod The first year of employment, tradi tionally a probationary period, will be a mentoring y ear . The air carrier ‘s PDSC will determine the requirement for a probationary period and will evaluate the value and/or impact of probationary periods on productive mentoring programs.

When required by the air carrier ‘s hiring process, the PDSC will select career mentors from the pool of trained career mentors and assign them to the new

- hire pilots. C onsiderations for pairing should include baseline information for each pilot including

, qualifications, education, and experience

. Career m ento rs will meet with their assigned protégé pilots during the i ndoc trination program

. Career mentors will review protégé reports provided by captains

— flightcrew mentors

— who fly with new

- hire pilots (see below) . These protégé reports are constructive , not disciplinary

. Career mentors will debrief the protégé during scheduled meetings, then these r eports will be de

- identified and includ ed in a database used for trend analysis and program improvement

. A summary of the r eports will be used as data for industry research and professional development program enhancements.

In rare circumstances, a career mentor may receive an accumulation of negative reports on an individual protégé. After making determined efforts to corre ct the situation, the career mentor may decide to repo rt serious irregularities, after notifying the p rotégé p ilot . The career mentor will communicate with the pilot union‘s professional standards c ommittee (as applicable) and, based on the situation, may make a report to the chief pilot, who will notify the PDSC about
any action.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 6

Operational T

ransitions The PDSC may determine that certain operations or transitions , such as domestic to international

or pilots returning to active line flying after a long a bsence

, should have a mentoring period. After this determination, the PDSC will assign a career mentor and determine the mentoring period.

Initial Captain Upgrade A pilot‘s initial year after upgrading to captain will be a ―career mentoring year.‖ New

c aptains

—

protégé captains

— will be assigned a career mentor based on a process established by the PDSC.

Flight crew Mentor

Air carrier s should establish a mentoring environment by training all captains to be flightcrew mentors. This will be accomplished by t raining existing captains on mentoring skills and providing the same mentoring training to new captains in the leadership and command
program. Mentoring skills will be reinforced during the recurrent mentoring module. New

- hire protégé pilots will also be trained in the mentoring process during their initial indoctrination.

All captains will mentor new

- hire protégé pilots when paired with them and provide feedback to help each reach the highest standards of technical performance, airmanshi p, and professi onalism.

Flightcrew mentors will complete a protégé report for every crew pairing with a new

- hire protégé pilot and will send the report directly to the protégé‘s career m entor

. The protégé r eport s will reflect the air carrier ‘s professional development requirements as defined by the PDSC.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 7

2.2 F LIGHT C REWMEMBER P ROFESSIONAL D EVELOPMENT

Pub. L. 111

– 216 § 206 (a)(1)(B) reads, ―Establish flight crewmember professional development committees made up of air carrier management and labor union or professional association representatives to develop, administer, and oversee formal mentoring programs of the carrier to assist flight crewmembers to reach their maximum potential as safe, seasoned, and proficient flight crew members.‖

The MLP ARC ‘s charter includes a tasking which incorporates the prescriptive language of § 206(a)(1)(B) on this subject that reads in part, ―Specifically, the ARC should consider and address...[F]light crewmember professional development committees.‖

B ACKGROUND Most professions require a n on

- going education or professional development element for continued certificatio n . Although flight crewmembers are required to attend recurrent training or a continuing qualification course, these training programs focus on the specific aircraft and si tuational scenarios regarding system irregularities and/or air carrier operations. As a profession however, only certain organizations have outline d the professional requirement and/ or ethical principles for air carrier pilots , such as ALPA‘s Code of Ethi cs

. T he 14 CFR is silent on the need to foster, educate

, and train pilots on the concepts and skills required to embody professionalism in an effort to maximize safety.

P ROBLE M Some air carriers have realized the importance of mentoring flight crewmember s through an

e ffective indoctrination or pilot

- in

- command course, but do so in a variety of ways and without a consistent curriculum and regulatory method of oversight. In addition, the 14 CFR should provide specific guidance on the responsibility of each air carrier‘s professional development programs. If any professionalism program is to have maximum benefit and enhancement to operational safety

, it requires a partnership of all stakeholders.

D ESIRED O UTCOME S
For the air carrier : Create a professional environment where professional development is managed, promoted, and valued.

For the pilots: Possess leadership and professional skills and to continually develop those skills from the new

- hire pilot interview to retirement.

For the industry: Have a continuous source of de

- identified professional development data from the air carrier s for analysis, evaluation, and program improvement.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 8

R ECOMMENDATIONS
The MLP ARC felt it important that each air carrier have a coherent p rofessional d evelopment plan th at will instill the concepts of leadership and professionalism throughout a pilot‘s career. A typical pilot career has various points where the air carrier can have an impact on a pilot‘s professional development. Two examples are when a pilot is hired o r upgrades to captain. Having in place positive programs that continually develop and cultivate professionalism will

, in the ARC‘s view

, have a profound impact on safety, standardization, professional ethics

, and integrity.

14 CFR Part 119 Professional De velopment Position In order to standardize the industry around these programs, the MLP ARC recommends the creation of a full

- time part 119 professional development position dedicated solely to the professional development program at the air carrier. The A RC also recommends that the individual who holds this position must

—

 Have an Air Transport Pilot ( ATP ) certificate ;

 H ave had at least 3 years of part 121 experience as a pilot ;

 Have, at a minimum

, a bachelor‘s degree ; and

 Be q ualified through training, exp erience, and expertise

.
The MLP ARC believes the se responsibilities should be specifically designated to the individual professional development position:

 As related to professional development, o versee the air carrier pilot interviewing process, indoctrin ation program , recurrent training , leadership and command training, mentoring programs, and internship programs ;

 Convene and chair quarterly meeting s of the PDSC (members of which are outlined below) ;

 Ensure PDSC members are released from flight duty and made available ;

 Network with academic and professional organizations

, and training academies such as the University Aviation Association

, Aviation Accreditation Board International

, Women in Aviation

, Organization of Black Aerospace Professionals

, Interna tional Society of Women Airline Pilots ;

 Provide professional development program s for flight operations management ;

 Collect, assess

, and share data for the purpose of i mproving the program ;

 Develop specific initial and recurrent leadership and command trai ning for i nstructors/check airmen/part 119 personnel with emphasis on recognizing and measuring knowledge, skills

, and abilities; and facilitat ing debrief s for internal or contract training.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 9

 Work with the training department to develop a plan to ensure ins tructors stay active in
current line operations ;

 Require senior management to be trained in leadership and command principles as they relate to flight crewmembers

. Professional Development Steering Committee

The MLP ARC recommends that in order to have a c ollaborative professional development program, each air carrier establishes a P DSC that meets at least quarterly

. The PD SC must consist of leaders of flight operations management and pilot representatives , such as from the pilot ‘s union

, and focus on care er professional development programs specific to the air carrier

. T he committee should include the following disciplines as they may exist at each air carrier :

 Flight Operations Professional Development representative (part 119)

,

 Human Factors representat ion from Flight Op erations

,

 Pilot representative of Professional Development , such as a union Professional Development chairman

,

 Pilot representative of Professional Standards, Human Factors/Training , for example a union Professional Standards and/or Huma n Factors Training chairman , and

 A representative of Senior Flight Operations Management

.
The MLP ARC has identified the following responsibilities for the PDSC:

 A s they relate to professional development , d evelop the air carrier pilot interviewing
proces s, indoctrination program , recurrent training , leadership and command training, mentoring programs, and internship programs ;

 P rovide professional development for instructors, line check pilots, and all flight operations management ;

 Design and collect asses sments of professional development programs, conduct program evaluations

, and use the results for continual improvement of professional development programs ;

 E nsur e that current flight crewmembers have a common level of knowledge
encompass ing the complete indoctrination program ;

 Provid e oversight to ensure air carriers are screening new

- hire pilot applicants for professional, leadership, and command skills ; and

 Share de

- identified d ata with industry and academia

.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 10

2.3 M ETHODS TO E STABLISH OR M ODIFY T RAINING P ROGRAMS TO A CCOMMODATE S UBSTANTIALLY D IFFERENT L EVELS AND T YPES OF E XPERIENCE

Pub. L. 111

– 216 § 206(a)(1)(C) reads, ―Establish or modify training programs to accommodate substantially different levels and types of flight experience by newly employed flig ht crewmembers.‖

The MLP ARC‘s charter includes a tasking which incorporates the prescriptive language on this subjec t in § 206(a)(1)(C) reads in part, ―Specifically, the ARC should consider and address...[m]ethods to establish or modify training programs t o accommodate substantially different levels and types of experience.‖

B ACKGROUND
The MLP ARC believes the most appropriate way to address the requirements of § 206(a)(1)(C) and the ARC‘s charter for accommodating substantially different levels and types of flight experience is to significantly improve air carrier indoctrination training. Because this training is the first exposure a new

- hire air carrier pilot will receive from the new employer or the pilot union, the training should be comprehensive

. Th e ARC discovered t here is much variation
among 14 CFR part 121 air carrier s with respect to meet ing or exceed ing , current regulatory requirements to provide indoctrination training. A ir carrier s exhibiting industry best practices exceed current regulation s by providing new pilots with as much as two concentrated weeks of instruction and opportunities for learning. However, other air carrier s may give considerably less time to this training and cover only the basic subjects which are required by
current re gulations.

The MLP ARC determined the indoctrination training requirements contained in part 121 contribute to this problem because none are written in a manner to ensur e new flight crewmembers receive a comprehensive education on the subjects needed for s ubsequent training. These subjects include an overview of management and pilot representative functions, flight operations, and professionalism. The accident s which prompted the passage of Pub. L. 111

– 216 into law demonstrate d that these topics require l onger and more thorough training to ensure

new

- hire pilots can demonstrate a comprehensive understanding before advancing to the next phase of their training.

Following are the pertinent sections of 14 CFR part 121 regarding indoctrination training:

§ 121. 415 Crewmember and dispatcher training requirements. (a) Each training program must provide the following ground training as appropriate to the particular assignment of the crewmember or dispatcher: (1) Basic indoctrination ground training for newly hired crewmembers or dispatchers including 40 programmed hours of instruction, unless reduced under §121.405 or as specified in § 121.401(d), in at least the following : (i) Duties and responsibilities of crewmembers or dispatchers, as applicable; (ii) Appropriat e provisions of the Federal Aviation Regulations;Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 11 (iii) Contents of the certificate holder ‘ s operating certificate and operations specifications (not required for flight attendants); and (iv) Appropriate portions of the certificate holder ‘ s operating manua l.

§ 121.909 Approval of Advanced Qualification Program [ AQP ]

. (a) Approval process. Application for approval of an AQP curriculum under this subpart is made, through the FAA office responsible for approval of the certificate holder ‘ s operations specifica tions, to the Manager of the Advanced Qualification Program. (b) Approval criteria. Each AQP must have separate curriculums for indoctrination, qualification, and continuing qualification (including upgrade, transition, and requalification), as specified in §§ 121.911, 121.913, and 121.915. All AQP curriculums must be based on an instructional systems development methodology. This methodology must incorporate a thorough analysis of the certificate holder ‘ s operations, aircraft, line environment and job f

unctions. All AQP qualification and continuing qualification curriculums must integrate the training and evaluation of [ c rew resource management ] ( CRM ) and technical skills and knowledge. An application for approval of an AQP curriculum may be approved i f the program meets the following requirements:

§ 121.911 Indoctrination curriculum. Each indoctrination curriculum must include the following: (a) For newly hired persons being trained under an AQP: The certificate holder ‘ s policies and operating practice s and general operational knowledge. (b) For newly hired crewmembers and aircraft dispatchers: General aeronautical knowledge appropriate to the duty position. (c) For instructors: The fundamental principles of the teaching and learning process; methods an d theories of instruction; and the knowledge necessary to use aircraft, flight training devices, flight simulators, and other training equipment in advanced qualification curriculums, as appropriate. (d) For evaluators: General evaluation requirements of t he AQP; methods of evaluating crewmembers and aircraft dispatchers and other operations personnel, as appropriate, and policies and practices used to conduct the kinds of evaluations particular to an AQP

, e.g., [ line operating experience ]

.

P ROBLEM
These re gulations have helped to foster a one

- size

- fits

- all training curriculum at some air carrier s that is inadequate for providing the type of comprehensive, informative introduction to air carrier flying needed by every new flight crewmember. Indoctrination t raining must address the gaps between what the pilot has learned from prior education, training

, and experience, and what is needed to be proficient ly fly ing the line at their new employer.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 12

New

- hire pilots come from a wide variety of backgrounds and types and levels of experience. These backgrounds include general aviation, corporate aviation, other air carrier s, the military, or a combination. The equipment flown by new pilots before hiring also varies. Below are several theoretical examples of pilots, e ach hold ing an ATP certificate, to demonstrate the variability of knowledge and experience new

- hire pilots may bring to an employer:

 A civilian flight instructor with most of the experience in single

- engine or twin

- engine

, piston

- powered aircraft operat ing at slow speeds, low altitudes, and in relatively uncomplicated airspace ;

 An academically trained commercial certificated pilot who may also have experience such as a jet transition course, but has limited flight experience in that environment;

 A civilian helicopter pilot with ju st a few hundred hours of fixed

- wing time, but has considerable knowledge of complex airspace and complicated aircraft systems ;

 A fighter pilot with significant experience flying very complex aircraft at high speeds in demanding air space, but no experience operating in a multi

- crew environment ;

 A furloughed air carrier pilot who has changed employers and has significant flight time in turboprops flying between major hub and small or non

- hub airports, but no experience flying wide

- bod y aircraft in international operations ; and

 A corporate pilot with nearly all flying time in warm climates and has little experience flying in very inclement weather and in mountainous terrain.

There are other variables includ ing the total amount of flight time in the logbook ; the amount, quality

, and type of formal education in aviation ; the amount, quality

, and type of aviation training ; the time served as pilot

- in

- command ; experience with glass cockpit s; knowledge of and experience in flying highly autom ated aircraft ; and experience flying turbine

- powered aircraft

.
The current 14 CFR on indoctrination need revision

. U nlike prior generations of pilots who often served as flight engineers and learned a great deal about air carrier flying by observing

seaso ned professionals over a period of years, today‘s new

- hire air carrier pilots often occupy the right seat of high

- performance jets in very complicated airspac e on their very first passenger

- carrying trip.

The MLP ARC notes there is no industry standard or set of recognized best practices for providing indoctrination training. The FAA has not published an Advisory Circular (AC) on indoctrination training, although it does have one on Crew Resource Management (AC 120

– 51E), which contains some of the concep ts that could be incorporated into such training.

Based on its findings, the MLP ARC concluded the scope and quality of indoctrination training should be significantly enhanced by all part 121 air carrier s.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 13

D ESIRED O UTCOME S
For the air carrier : Equalize the level of knowledge, skill, attitude

, and behavior for all

new

- hire pilots to achieve a company standard.

For the new

- hire pilots : Possess the level of knowledge, skill, attitude

, and behavior to operate safely and efficiently in an air carrier ‘ s un ique operation.

R ECOMMENDATIONS
The MLP ARC recommends that part 121 be amended to strengthen indoctrination training requirements. Industry best practices and/or a standard training template should be developed and promulgated within an existing or new AC

. Indoctrination training should be tailored to the aircraft on the property and the air carrier ‘s unique operational environment

. Three subject areas should be addressed by indoctrination training: (1) a n overview of air carrier management and the pi lot union (as applicable); (2) f light operations ; and, (3) p rofessional development.

The PDSC must develop special indoctrination training for all pilots when special events occur in the life of the company , such as mergers or acquisitions, which insures t hat all pilots are operating from a standard operating procedure.

Improved Indoctrination Training Following is a summary of the content of the three subject areas of indoctrination training, that in some degree overlap current requirements contained in p art 121.

Air Carrier Management and Pilot Union Overview

 Company histor

y

— New

- hire pilots should be familiarized with the company‘s history, successes, challenges

, and opportunities. This introduction should be provided by a member of the air carrier ‘s sen ior management with the goals of helping the new employee start the process of acclimating to the company and taking personal pride and responsibility for its future success.

 Corporate culture

— Each air carrier has its own, unique culture and ways of meetin g customer and employee expectations and needs. Successful air carrier cultures are very positive and provide an atmosphere which emphasizes excellence, team

- building, and recognition of the contributions of its employees. T he new

- hire pilot should be

we lcomed to the company and the company‘s unique culture should be revealed during indoctrination training.

 Mission statement

— Each air carrier should have a mission statement that expresses the company‘s goals. The statement should be known and understood b y new pilots to help them better understand the role they play in their air carrier ‘s success.

 Code of ethics

— The company should have a code of ethics which calls on everyone in the company, from the chairman of the board to the lowest paid employee, to m aintain the highest degree of integrity, excellence, and professionalism in all matters of conduct.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 14

 Management and departments

— New employees should meet with senior management, to include the chief executive officer , COO, and/or other senior personnel. S uch a meeting can be used to give the new employee a greater understanding of the company‘s mission and culture and help address any questions or concerns which they may have. If one or more of these individuals cannot attend indoctrination training, as a minimum

, a welcome from senior management should be video recorded and shown to these employees.

o The company‘s chain of command should be described in some detail, to include each position‘s role, responsibility, and the names of individuals in those pos itions. This should include a discussion of the regional chief pilot, fleet captains, vice president of flight operations , etc. The goal of this training is to ensure new pilot s understand proper protocols and know where to g et guidance and assistance

.

o I n addition to the flight operations department, new

- hire pilots should also be given an overview of other departments that are important to the pilot includ ing safety, in

- flight (as applicable), scheduling, dispatch, human resources, training, and business and pleasure travel. Briefings by the head s of these departments or their designees should help pilots understand the functions, resources

, and points of contact for each.

 Pilot union or representative and its function (if applicable)

— Pilot unions play a key role in the new

- hire pilot‘s work life through collective bargaining on behalf of pilots

, ongoing interaction with company officials, and representation. The union and company ideally form a partnership that provides an enhanced means for both organi zations to accomplish their respective goals.

o Company and union representatives should make a joint presentation to

new

- hire pilots to demonstrate the partnership that exists, discuss the contract negotiation process, and describe the professionalism that company and union members should adhere to under all circumstances.

o The complete terms and conditions of employment should be given to the

new

- hire pilots to help the m understand the terms of wages, benefits, insurance, representation, and other component s , such as collective bargaining agreeme nt

as applicable

. Flight Operations

T he MLP ARC believes training in the se topics must be given to all new

- hire pilots. In the past, a few of these topics were covered only in aircraft

- systems training or during Ini t ial Operating Experience (IOE). The MLP ARC does not advocate moving these specific subjects from systems training or IOE to indoctrination, but rather, to expand on th em in those phases of training

. This additional training/review will allow for a grea ter understanding and better preparation by the new

- hire pilot during aircraft systems training and IOE. Flight operations subject areas to be initially covered during indoctrination training should include the following:Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 15

 High altitude aircraft performanc e

— This review should include high altitude aerodynamics, coffin corner, mach tuck, aircraft stability, and how these relate to everyday line flying. Examples would be choosing a flight level, fuel burn, Mach number transition, and turbulence consideration s.

 High altitude physiology

— This review should include the effect s of high altitude flying

on the body, with an emphasis on the use of oxygen above flight level 250 whenever a flight crewmember leaves the flightdeck

.

 Aircraft icing and deicing systems

— R eview cold weather operations, meteorological conditions in flight and on the ground, w hen to use anti

- icing/deicing systems, when to use deicing/anti

- icing fluid, types of fluid, characteristics of fluid, and hold

- over times.

 Maintenance considerations

— M o st new

- hire pilots are first officers and their interaction with maintenance may be infrequent, but it is important for the first officer (or new

- hire pilot ) to understand all maintenance functions, the impact of maintenance on an operation

, and the associ ated procedures. A review of the following maintenance topics should be achieved during training: approved minimum equipment list ( MEL ) procedures; approved configuration deviation list ( CDL ) procedures and impacts on performance from CDL items ; handling multiple deferrals; performing a logbook write
up ; i nteraction with the maintenance operations center and line maintenance ; and company procedures for write ups, both at out

- stations and hubs

.

 Operations Control Center (OCC)

— The role and responsibility of the OCC to provide scheduling and dispatch services should be described in detail.

o The services provided by dispatch, various means of communications with dispatch

, such as Aircraft Addressing and Reporting System ( ACARS), and partnership between the ca ptain and dispatch needed to conduct safe flights should be explained in detail. New

- hire pilots should visit the OCC, either during indoctrination training, or as soon as practical, to obtain an understanding of the c enter‘s functions, resources, and ope rating methods. The new

- hire pilot should understand the role of dispatch, how it functions , how decisions are made concerning delays from weather or maintenance , and the nature of daily interaction between the first officer and dispatch.

 Bidding

— Use of t he scheduling system , such as the Preferential Bidding System (PBS) should be covered sufficiently so the new pilot is competent to request a schedule.

 Weight and b alance

— The new

- hire pilot should understand c ompany procedures for calculating weight and ba lance , be able to d escribe procedures if changes need to be made , and incorporate va riables which may affect weight and balance

.

 Performance

— Limitations are an important aspect of aircraft performance. While aircraft

- specific limitations are addressed in aircraft systems training, general limitations should be reviewed during indoctrination training including maximum takeoff weight (which may be restricted by aircraft, performance, or trip fuel burn ), climb performance, MEL/CDL restrictions, mountains/terr ain, and runway conditions.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 16

 Manuals and charts

— Thorough training on all company manuals will help the new hire pilot understand the corporate culture, safety regulations, company procedures, company dynamics, and make the transition to line flying. While the number and type of manuals varies by company, all air carriers should include the following manua ls into indoctrination training:

o Operations s pecifications (Op Specs). Should include a review of the contents of each section , such as A

– E
, and emphasiz e the regulatory nature of Op Specs to the air carrier

.

o Flight operations manual (FOM). Indoctrination training should cover the basics of what information can be found in the FOM and how the manual can be used as an information reference guide.

o Ground op erations manual (as applicable). New

- hire pilots will have a general understanding of ground operations.

o In

- flight procedures. These documents include abnormal and emergency procedures, evacuations, briefings, and normal operations.

o Instrument charts. I t cannot be assumed that all new

- hire pilots have always used the same instrument charts. A brief overview of company charts allows the new

- hire pilot to review a new chart format in a relaxed setting prior to simulator training when workload is much high er.

o Electronic Flight Bag, introduction and use (if applicable)

.

 H azardous materials

— The new

- hire pilot should be trained on transporting hazardous materials in accordance with all applicable regulations.

 Weather

— New

- hire pilots should be trained on how to optimize use of radar in all appropriate situations. This includes radar tilt, gain, weather/turbulence function, a description of what the colors mean under all conditions, intensity of returns, and how to tell if precipitation is convective.

o New

- hire pilots should be taught how to recognize convective activity , and whether
storms are dissipating, growing, or moving. Pilots need to know how to determine whether a storm will affect takeoff, landing or approach.

o New

- hire pilots should be taught that the re are different levels of turbulence intensity (i.e., chop, light, moderate, heavy

, and severe). Severe turbulence can come from wake, clear air, mountain waves, and thunderstorms, especially downwind of a storm. Pilots should be trained on how to antic ipate, avoid, and/or react to these different types of turbulence. New

- hire pilots should be trained on flight attendant and passenger considerations in dealing with turbulence to include selection of different altitudes to find smoother air which in turn builds on knowledge of high

- altitude aerodynamics and aircraft controllability.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 17

o The types of weather pilots have experienced prior to being hired by an air carrier can vary considerably from the weather that will be encounter with the company. Indoctrina tion training should anticipate this type of gap and inform the new

- hire pilot of all of the various types of operating conditions and the company‘s specific and relevant training, procedures

, and equipment. These conditions include, but are not limited t o low

- visibility taxi operations

, Surface Movement Guidance and Control Systems

, low

- minimums landing operations

, high

- altitude weather

, cold weather operations

, international flying considerations (as applicable)

, and use of weather planning tools.

 The de cision to fly

— The fly/no

- fly decision encompasses many factors , such as weather, maintenance, fatigue , duty time , performance, runway conditions, health, and experience. The new

- hire pilot play s a role in this decision. While not responsible for making t he ultimate fly/no

- fly decision, input from the new

- hire pilot may make the difference in the captain‘s final decision. This input is a critical factor in the safety of the air carrier

.

 Rejected takeoffs

— This training should capture the philosophy of the company‘s aborted

- takeoff d ecision making process.

 International f

lying (if applicable)

— This training is meant to introduce the new

- hire pilot to international flying in general or to supplement a company‘s international training
program. As a minimum, a company should introduce the new

- hire pilot to the following subject areas of international flying: extended

- range twin

- engine operations (as appropriate); oceanic flight; customs and immigrations; cultural issues; and flight and personal security.

 Obse rvation flights

— Observation flights in the cockpit j umpseat are valuable for introducing the new

- hire pilot to operation s and company procedures. These flights should be used as an i ntegral part of the indoctrination training process help ing to reinforce information learned during training and ease the transition to line operations. All air carrier s should be required to provide one or more observation flights prior to IOE. Precedent for this practice is established for air carrier s to provide observatio n flights to dispatchers (reference § 121.463).

 Training

— An overview of the training program and type s of training , such as AQP or standard ; training schedule, expectations

, and completion standards should be presented. The new

- hire pilot now know s the ex pectation and can prepare accordingly. Topics should include an overview of recurrent training.

 Safety

— All air carrier s stress safety and the importance of daily performing safe operations. New

- hire pilot s may not be familiar with common FAA and air carr ier safety
programs or air carrier

- specific safety procedures. A review of all FAA and company safety programs and how they relate to the new

- hire pilot should be reviewed ; these include Safety Management System

, Aviation Safety Action Program , and Flight Operational Quality Assurance

. The new

- hire pilot should know how to report unsafe activity to company personnel

.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 18

 Security

— As leaders of the air carrier , pilots are critical to air carrier security by their examples and presence. Other crew and ground employees will look to the pilot for guidance and setting the right example regard ing security. As such, a pilot‘s understanding of air carrier security is important and proper education of air carrier security is essential in indoctri nation and recurrent training. Some of the items that should be trained include:

o S ecur ity identification display area (S IDA ) rules and training. Pilots need to know what a SIDA badge is, the training required to obtain one, the access it grants, and the responsibilities ass ociated with having the badge.

o Air operations area (AOA). Define AOA and discuss its relationship to the SIDA. Describe the ―footprint‖ of the aircraft and how it relates to all airports, including international.

o Ground S ecurity C oordinator

. Identify th e role and responsibility of this company position, plus how they should be contacted and under what circumstances.

o In

- F light S ecurity C oordinator (ISC). Identify the role and responsibilities of this duty of a captain. Demonstrate how the new

- hire pilot may be called upon to help the pilot in command fulfill the obligations of that role.

o Federal Flight Deck Officer Program. Pilots new to air carrier flying need to understand the reason for this program, that the TSA operates it, and operational consider ations when flying with another pilot who is armed under this program.

o Federal Air Marshals. New

- hire pilots will understand the relationship between these law enforcement officers and cockpit security.

o Law enforcement officer s flying armed

. The air c arrier‘s procedures for handling these individuals, and the pilot‘s role in the process, should be covered during this training.

o Airport security screening and t he Crew Personnel Advanced Sc reening System. Pilots should understand that they are screened i n similar fashion to passengers, with some differences.

o Flight deck security. New

- hire pilots should understand specific company procedures and appropriate response to various security threats.

 Terminal safety considerations

— Review the need to always be vigilant in the terminal, regardless of whether on a trip, deadheading, or commuting. New

- hire pilots should understand ramp safety considerations which include i nternational operations (when safety vest is required) , the footprint of the aircraft, paint ed areas for equipment, u se of wing walkers , f

ueling precautions

, and vigilance during walk around

.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 19

 Air carrier c ommunication p rocedures

— The new

- hire pilot will be able to describe the communications means and methods used by the air carrier during operati ons to include

en route communications , such as ACARS, medical assistance resources, and air traffic services.

 Fatigue and f

atigue m anagement

— 14 CFR and related guidance concerning flight and duty time should be explained to the new

- hire pilots. The new

- h ire pilots will learn the air carrier ‘s philosophy and policies and be able to determine whether they are legal to fly under a variety of circumstances. The new

- hire pilots will also be able to explain what actions they can take to maximize rest while awa y from the airport.

 Automation p olicies and p hilosophies

— Explain company‘s philosophy about the appropriate level of automation to use under different flight situations.

Professional Development Newly employed part 121 pilots have the responsibility to im prove their technical proficiency and the leadership, teamwork and mentoring skills that define the character of a professional pilot. These fundamental principles should be addressed throughout a pilot‘s career. While indoctrination training lays the fo undational skills for the new pilot

, periodic reinforcement during recurrent and upgrade training is essential.

 L eader

ship and command expectations, requirements

— The carrier should introduce the basic principles of leadership and command authority. This i ntroduction will cover 14 CFR § 91.3 and the flight operations manual

, which define the authority of the captain and second

- in

- command and the responsibility and accountability associated with the use of ― e mergency a

uthority.‖

 Followership

— Not all approach es to leadership are the same. An assessment of the different styles of leadership will allow pilots to understand their own style and how different styles interact in different situations :

o The primary role of the first officer is to support and assist th e c aptain in the safe operation of the flight. The new

- hire pilot should understand the need to maintain technical proficiency, anticipate problems, and provide relevant information on a timely basis.

o The first officer should exercise an appropriate degre e of assertiveness and be an active participant in the decisionmaking process. C aptain s will expect input from first officer s in the decisionmaking process. This input will be based on the first officer‘s prior experience, judgment, and current informati on. The first officer must have the skills to state an opinion while still demonstrating respect for the authority and decisions of the captain.

o Knowing when and how to escalate a discussion is a skill that every first officer must possess to be an effect ive crewmember. This training should discuss techniques for questioning a captain‘s decision, both during normal operations as well as time

- critical situations relative to the captain‘s overall command authority.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 20

 Mentoring

— The new

- hire pilot will be brief ed on the air carrier ‘s new

- hire pilot mentoring program. New

- hire pilots will understand there are two types of mentors: career mentor and flightcrew mentor. This program is further discussed in the mentoring section o f this document.

 C RM training

— Every air carrier should adopt a CRM model, which is the foundation for the unique CRM culture of the air carrier

. Basic CRM training will establish the building blocks for good crew coordination and teamwork :

o The training should include the latest information on threat and error management and mitigation skills. Because new pilots will come from varying flying backgrounds , and especially for those with mostly single

- pilot flight experience, it is important to establish a consistent starting point.

o Discussion s of pilot flying and pilot monitoring form the foundation of good crew coordination and communication. Understanding the separation of duties le ads to a standardized cockpit.

 Responsibilities of a professional pilot

— A professional pilot is someone who do es more than fly an aircra ft. The pilot must be a leader; the new

- hire pilot will understand that professionalism is an attitude , a persona , and a way of life. Indoctrination training can be used as an opportunity to define for the new

- hire pilot what a professional pilot should be and what the company expects of all their pilots. Items the MLP ARC feels should be addressed with regards to professionalism include the following:

o Continuing education. To be success ful beyond flying skills, a pilot must ha ve a strong basis of knowledge both inside the cockpit and out. Continuing education allows a pilot to be challenged in new ways , learn new ideas, and meet new people who will contribute to their learning

. All of this creates a stronger leader, a safer

e mployee, and a more professional pilot.

o Public

, persona l behavior. The new

- hire pilot will understand that a pilot represent s the industry, air carrier and profession at all times, not just when they are at the airport or on the flightdeck. All actions and behavior s will reflect on the piloting profession and company and, eventually , influence their pay, benefits

, and job stability.

o Integrity. Pilots are leaders

, and integrity is paramount to establishing and maintaining effective leadership.

o Uniform. As a leader and a professional ; whether on duty, deadheading, commuting, at the hotel, or off duty ; a pilot must remember that , when in uniform

, the pilot is representing themselves

, the profession

, and the company.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 21

 Passenger considerations

— Knowing how to deal with passengers is not an inherent skill for most pilots; it is gained through training, observation

, and experience. Indoctrination training will introduce the new

- hire pilot to considerations pertinent to carrying
passengers. This training can be used to shape the pilot‘s thought process regard ing
passengers. Training should include consideration of passenger issues such as

—

o Safety. The passenger s must be kept safe

. Examples include seat belt use, weather,
seat backs , tray tables, carry

- on bags, listening to announcements, and electronic devices

.

o Comfort

. Focus shifts from just flying to thinking about passenger needs. During turbulence, passengers should be calmed. On go

- arounds and in bad weather, passengers may be nervous. In addition, t he cabin temperature is an important consideration, especially when on the ground in summer.

o Use of the public address system ( PA )

. M any new

- hire pilots have never had to address passengers on the PA. The new

- hire pilots will practice making
announcements to help the m gain the confidence necessary to speak on the PA effectively. Th e new

- hire pilots will understand that the professionalism displayed while using the PA is a direct reflection of the company. Announcements about weather and maintenance should be done diplomatically to avoid unnecessarily frightening passengers , such as using ―rain showers,‖ instead of ―thunderstorms‖.

 Roles of the operations team (coordination, communication)

— New

- hire pilots will know the role, responsibilities and how to cont act/interact with each of the following resources: flight attendants, dispatch, operations control center, duty pilots, maintenance, gate agents, and baggage/cargo handlers. Training will identify other resources available to the pilot, both on a daily b asis and during non

- normal operations.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 22

2.4 E NHANCEMENTS TO U PGRADE T RAINING TO I NCLUDE L EADERSHIP AND C OMMAND T RAINING

Pub. L. 111

– 216 § 206(a)(1)(D) reads, ―Establish or modify trainin g programs for second

- in

- command flight crewmembers attempting to qua l ify as pilot

- in

- command flight crewmembers for the first time in a specific aircraft type and ensure that such programs include leadership and command training.‖ Section 206(a)(1)(E) reads, ―Ensure that recurrent training for pilots

- in

- command includes lea dership and command training.‖

The MPL ARC‘s charter includes a tasking which incorporates the prescriptive language of § 206 (d)

– (e) on this subject that reads, ― d) Enhancements to Upgrade Training to include leadership and command training ,‖ and ― e) Enh ancements to Recurrent Training to include leadership and command training .‖

B ACKGROUND
The MLP ARC devoted considerable time discussing the current state of air carrier command and leadership training. T he MLP ARC discovere d there is a wide variation a mong 14 CFR part 121 air carrier s. Some air carrier s have well

- established leadership and command
program s and others have no programs in place. Established programs that exemplify best practices within the industry include elements of command and leader ship training such as defining captain‘s authority ; managing resources ; foundations of leadership theory ; stress, fatigue and workload management ; and the assessment of personal and corporate beliefs and values

.

P ROBLEM
The MLP ARC determined that command and leadership training requirements contained in part 121 were not written in such a manner to ensure that new c aptains will receive a comprehensive education on subjects which are foundational to command, leadership, and professionalism. T hese topics sh ould be covered in considerable depth over a significant amount of time, to ensure that new c aptains can demonstrate a thorough understanding of these subjects while acting as a pilot

- in

- command at a part 121 air carrier.

D ESIRED O UTCOME S
For the air carri er : Achieve the specified standard of leadership and command for all captains.

For upgrade captains: Possess the level of knowledge, skill, attitude

, and behavior to exercise leadership by :

 B eing ― in command

, ‖

 H aving the requisite knowledge

,

 A ssessin g situations and making good decisions

,Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 23

 S etting a personal example

,

 M anaging the environment

,

 P romoting the corporate mission

,

 E ffectively managing people , and

 B ringing out the best in others

.

R ECOMMENDATIONS
The MLP ARC rev iewed the leadership and com mand courses at Alaska, Delta, SkyWest

, and United Airlines. The MLP ARC reached a consensus opinion that all part 121 air carrier s should develop and implement a ― leadership and command ‖ course for all second in

- command flight crewmembers attempting to q ualify as pilot

- in

- command flight crewmembers for the first time in a specific aircraft type.

Leadership a nd Command Program

After a review of these courses and interviews with pilots who attended, developed

, or currently run these programs

, the MLP ARC de termined that

, at a minimum

, 32 hours of in

- person facilitated class discussion is required to have a thorough understanding of the concepts.

A key component of the course is the ability for participants to have an open

, facilitated discussion among those attending the course. Accordingly, the MLP ARC determined the course material is not suited to distance learning due to the value of the interactive group dynamic
among multiple pilots. A dditional items that each air carrier may deem necessary to introdu ce in a leadership and command course may be suitable for distance learning.

The MLP ARC recommends the specific l eadership and c ommand training be developed as a training event separate from the normal captain upgrade transition syllabus. It is recommend ed that each air carrier develop their course in

- house to enable the air carrier to incorporate air carrier

- specific course material. T he 32 hours must be separated into two segments. The initial segment must be completed prior to upgrade training in ord er to cover the l eadership and

c ommand modules of the course. The second must be completed between 6 and 18 months after completion of operating experience /IOE and should incorporate lessons learned during the new captain‘s initial experiences as a captai n and reinforce the concepts covered in the initial leadership and command course.
Requirements of the l eadership and c ommand training would include the following l eadership and c ommand components

.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 24

Leadership by Being ―In Command ‖

 Defining captain‘s author ity, legal v ersus practical

,

 Real world practical applications , and

 Managing available resources

.
This component would define captain‘s authority and introduce the legal versus practical application of captain‘s authority. Discussion of real world scenari os would allow the pilot s to apply the concepts introduced in this component to prepare them for line operations. In addition, this component would review the available resources for the captain‘s use and guidance on how to best manage those resources.

Le adership by Knowing

 Foundation of leadership theory

,

 Defining professionalism , and

 Safety culture

.
This component would introduce the concepts of professionalism. By completion of this component, the pilot s will be able to define their ideas of profession alism and how it relates to the air carrier ‘s expectations of the captain. A thorough review of the air carrier ‘s safety policies and procedures should be introduced so the pilot will have an understanding of the air carrier ‘s safety culture and the capta in‘s role in enhancing that culture. In addition, include the foundations of leadership through one of any number of available leadership theories such as Situational Leadership Model (Hersey and Blanchard), Maslow‘s Hierarchy, McGregor Theory X and Theor y Y, Leadership Grid (Blake and Mouton), Continuum of Leadership Behavior (Tannenbaum), Fielder‘s Contingency Model, Path

- Goal Theory, and Action Centered Leadership (Adair).

Leadership by Assessment

 Assessment of each individual‘s leadership style

,

 Review ing industry/company accidents/incidents , and

 Assess beliefs and values (corp orate a nd individual)

.

P ilot s will assess their own leadership style s and be able to understand how their leadership style s can be adapted as situations warrant. The pilot s will also assess their own beliefs and values and understand how those align with th ose of the air carrier

. This component should be reinforced by reviewing industry and company accidents and incidents and how the causal factors related to those accidents and incidents relate to their leadership style.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 25

Leadership by Personal Example

 Critical thinking

,

 Integrity and ethics

,

 Communication skill building , and

 Decisionmaking and accountability

. Each pilot will be introduced to the concepts of critical thinking, dec isionmaking, accountability, and communication skill building. Personal integrity and ethics will also be discussed and incorporated into those concepts. By completion of this component, the pilot should have the tools necessary to make sound ethical dec isions and be able to clearly communicate those decisions in the leadership role.

Leadership by Managing the Environment

 Managing the s terile c ockpit

,

 Automation management

,

 Time management

,

 Maintaining discipline in an undisciplined environment , and

 Threa t and e rror management

. The concepts related to managing discipline in an undisciplined environment will be covered as the pilot is introduced to tools that will assist in controlling what is often a chaotic environment. The pilot will be presented with t ools to assist in automation management, time management

, prioritization

, and threat and error management. The requirement to maintain a sterile cockpit during critical phases of flight will be stressed. By completion of this component the pilot should b e prepared to maintain cockpit discipline

, regardless of outside stresses

, by effectively managing resources.

Leadership by Promoting the Corporate Mission

 Corporate culture

,

 Air carrier business and economics , and

 Customer and other stakeholder service

.
A review of the air carrier ‘s corporate culture will be introduced so that pilot s will understand their roles and responsibilities to the air carrier and how th ose roles relate to the customer as well as other corporation stakeholders. Air carrier business and economics will be covered to help the pilot gain a larger perspective of the overall air carrier economic environment.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 26

Leadership by Managing People

 Conflict resolution

,

 Stress management

,

 Workload management; prioritization and delegation , and

 Fatigu e management

. Tools for assisting the pilot in conflict resolution will be introduced

, along with methods of stress management , and fatigue recognition and management. The pilot will understand ways to resolve conflict while maintaining captain‘s authorit y and encouraging a co

operative, collaborative and safe cockpit atmosphere. The pilot will also understand the effects of stress, both personal and professional, and how it can degrade performance and impede sound decisionmaking. The pilot will also und erstand fatigue, the cumulative effects of fatigue, fatigue mitigation techniques

, and the adverse effects of fatigue on the safe operation of air carrier operations.

Leadership by Bringing Out the Best in Others

 Team development

,

 Practical mentoring tech niques

,

 Diversity issues

,

 Motivating others , and

 Establishing trust

. Methods for fostering an environment conducive to allowing others to excel in order to build a strong team will be discussed. Techniques for building a team atmosphere will be stressed

w ith an emphasis on motivational techniques that will produce a cohesive crew environment. The concept of establishing trust within the crew will also be introduced. The pilot will be presented with practical mentoring techniques to provide fellow crew me mbers with constructive guidance for personal professional development. Workplace diversity will be introduced to assist in dealing with gender, race, generational, religious

, and other interpersonal issues that may cause barriers to effective team buildi ng. By the completion of this component the pilot will develop the skills necessary to be an effective team builder and leader.

During this training component, the new captains will be introduced to their assigned captain career mentors, as previously des cribed.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 27

2.5 E NHANCEMENTS T O R ECURRENT T RAINING TO I NCLUDE L EADERSHIP AND C OMMAND T RAINING

Pub. L. 111

– 216 § 206 (a)(1)(E) reads, ―Ensure that recurrent training for pilots

- in

- command includes leadership and command training.‖

The ARC‘s charter includes a t asking which incorporates the prescriptive language of § 206(a)(1)(E) on this subject that reads, ― Enhancements to Recurrent Training to include leadership and command training. ‖

B ACKGROUND A key inflection point in pilots‘ careers is their recurrent train ing cycle. The MLP ARC determined that there is no current regulatory requirement for leadership and command training in recurrent training.

D ESIRED O UTCOME S
For the air carrier : To have a process where leadership and command skills are continually

asses sed, evaluated, and improved through recurrent training.

For the pilots : Continually upgrade their level of leadership and command skills through recurrent training

.

R ECOMMENDATIONS
The MLP ARC recommends that recurrent training programs are enhanced to include l eadership and c ommand training. The MLP ARC recommends that selected items from the leadership and command components be integrated into the various forms of recurrent training. The component s an air carrier incorporates into recurrent training as emphasis items from year to year are left to the discretion of the PDSC. A ll component s must be included in recurrent training at least once during a 4

- year cycle

. These emphasis items may be incorporated into recurrent training through any number of means to include distance learning, classroom learning, instructor pre

- brief and debrief , and in the simulator environment.

The overall concepts and desired outcomes of l eadership and c ommand training will be taught, observed and debriefed in every simulat or event to include transition, upgrade

, and recurrent

. Special emphasis should be given to sterile cockpit procedures.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 28

2.6 O THER A CTIONS T HAT M AY E NHANCE F LIGHT C REWMEMBER P ROFESSIONAL D EVELOPMENT Section 206(a)(1)(F) reads, ―Such other actions as the av iation rulemaking committee determines appropriate to enhance flight crewmember professional development.‖

The MLP ARC ‘s charter includes a tasking which incorporates the prescriptive language of § 206(a)(1)(F) on this subject that reads, ―Other actions t hat may enhance crewmember professional development.‖

There was some debate within the MLP ARC regarding the scope and number of recommendations to be included w ithin this section. However, t he MLP ARC ultimately reached consensus on three items that cam e under the scope of the language in paragraph ― F ‖ of its charter:

1. Enhancements to knowledge tests and PTS,

2. Bachelor‘s degree requirement , and

3. Leadership and c ommand training for pilots currently employed

.

E NHANCEMENTS TO K NOWLEDGE T ESTS AND P RACTICAL T EST S TANDARDS

B ACKGROUND
The MLP ARC was concerned with the wide range of experience of new

- hire pilots who are starting at air carrier s with varied flight times and work backgrounds. The MLP ARC discussed
current air carrier hiring requirements and the 2010 Pilot Source Study

, commissioned to research the success of pilots in initial training for 14 CFR part 121 operations

. It analyzed the training performance of 2,156 new

- hire pilots in the years 2005

— 2009. Six regional air carrier s provided data mined fr om human resource and pilot training files. Five university researchers independently analyzed the data and integrated their results. The study expressed success in terms of fewer extra training events and fewer non

- completions in regional air carrier tr aining. Statistically, the best

- performing pilots were those who had flight instructor certificates, graduated from collegiate

- accredited flight programs, received advanced (post

- p rivate pilot certificate ) pilot training in college, graduated with collegi ate aviation degrees (any aviation discipline), and had between 500 and 1,000 pre

- employment flight hours. Pilot source characteristics that had no significance in regional air carrier pilot training success were having a

non

- aviation college degree and h aving prior corporate pilot or air carrier pilot experience.

P ROBLEM Based on the data, subject matter expertise

, and concepts discussed in the MLP ARC , it was determined that current licensing , knowledge, and PTS requirements are not adequate to help
pros pective air carrier pilots build a foundation of the concepts of professional development, leadership and command to assist in the transition to a part 121 environment.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 29

D ESIRED O UTCOME For pilots developing their knowledge, skill, attitude, and behavior t o become professional pilots: Attain the foundational knowledge of the concepts of professional development, leadership

, and command

.

R ECOMMENDATIONS
The MLP ARC recommends that in order to ensure that an ATP pilot applicant at any part 121 air carrier h as a foundational knowledge of the concepts of professional development, leadership

, and command ; the PTS requirements for the Commercial, Flight Instructor

, and ATP certificates should incorporate th ese elements into the written, practical

, and /or oral po rtions of pilot certification:

Air Transport Pilot Certificate

1. Assessment of each individual‘s leadership style

,
2. Defining captain‘s authority, legal versus practical

,
3. Critical thinking

,
4. Integrity and ethics

,
5. Foundation of leadership theory

,

6. Managing avai lable resources

,

7. Conflict resolution

,
8. Decisionmaking and accountability

,
9. Defining professionalism

,
10. Safety culture

,
11. Automation management

,
12. Stress management

,
13. Workload management; prioritization and delegation

,
14. Time management

,
15. Maintaining discipline in an u ndisciplined environment , and

16. Fatigue management

.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 30

Commercial Pilot Certificate

1. Foundation of leadership theory

,
2. Critical thinking

,
3. Integrity and ethics

,
4. Managing available resources

,
5. Conflict resolution

,

6. Decision making and accountability

,

7. Defining professi onalism

,
8. Safety culture

,
9. A wareness of proper a utomation use ,
10. Stress management

,
11. Workload management; prioritization and delegation

,
12. Time managemen t,

13. Mai ntaining discipline in an undisciplined environment , and

14. Fatigue manage ment

. Flight Instructor Certific ate

1. Integrity and ethics

,
2. Conflict resolution

,
3. Decisionmaking and accountability

,
4. Defining and instructing professional pilot behavior

,
5. Safety culture , and

6. Fatigue management

.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 31

B ACHELOR ’ S D EGREE R EQUIREMENT

B ACKGROUND
The 2010 Pilot Source Study found stati stically that the best performing new

- hire pilots who required the fewest extra training events and had fewer non

- completions in initial training were those pilots who graduated from accredited collegiate fl ight programs with college aviation degrees. In addition, a discussion of industry best practices in regards to pilot hiring revealed that air carrier s prefer applicants who have completed a bachelor‘s degree program. Industry representatives related that completion of a bachelor‘s degree, even if it i s not aviation specific, was still preferable for pilot applicants due to past experience with pilots who were able to successfully complete new

- hire pilot training.

P ROBLEM
The MLP ARC d iscussed whether , in order to enhance the concept of an air carrier pilot as a profession versus a trade, a bachelor‘s degree or equivalent military flight training , such as Warrant Officer

, should be required of applicants for new

- hire pilots at part 121 air carriers. T itle 14 CFR do es not currently require new

- hire pilo ts to have a bachelor‘s degree of any type.

D ESIRED O UTCOME For pilots aspiring to become professional pilots : H ave the educational experience that is requisite for a profession.

R ECOMMENDATION S
The MLP ARC recommends that all pilots hired by part 121 ai r carrier s have a minimum of a bachelor‘s degree or equivalent military flight training.

To recognize the value of previous part 121 air carrier experience, pilots without bachelor‘s degrees who were hired at part 121 air carriers before the enactment of r ecommendations of the MLP ARC , should not be required to have a bachelor‘s degree to be considered for employment at other part 121 air carriers.

L EADERSHIP AND C OMMAND T RAINING FOR P ILOTS C URRENTLY E MPLOYED

B ACKGROUND
The MLP ARC discussed ways t o ensure that all active pilots, w ho did not receive indoctrination training as a new

- hire p ilot or leadership and comm and training as a new captai n at their air carrier

, are trained to the standards recommended by the MLP ARC in the concepts of lea dership, command

, and mentoring.

P ROBLEM Pilots who are currently flying at part 121 air carriers will not have had an opportunity to receive the MLP ARC ‘s recommended training.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 32

D ESIRED O UTCOME S
For the air carrier : T o have a process where professional pilot skills are co ntinually assessed, evaluated, and improved for all pilots employed by the air carrier

. For all pilots in an air carrier : P ossess the expected knowledge, skill, attitude and behavior of professional pilots

.

R ECOMMENDATION
The MLP ARC recommends that eac h air carrier ‘s PDSC develop a process or training program
to ensure that all captains are qualified in the principles of the entire l eadership and c ommand
program. In addition, the MLP ARC recommends the PDSC at each air carrier develop a process or trai ning program that ensures all pilots at an air carrier understand the entire professional development and mentoring programs.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 33



## 3 .0 Dissenting Report

N ATIONAL A IR C ARRIER A SSOCIATION (NACA) NACA‘s dissenting report regarding certain recommendations of the ― Flight Crewmember Mentoring, Professional Development and Leadership‖ Aviation Rulemaking Committee (MLP ARC).

NACA commend s the F ederal A viation A dministration (FAA) and all volunteers who contributed to this ARC. The ARC‘s mandate resulted in a compres s ed time schedule

, and everyone dedicated a great amount of time and concern to meet this requirement. The goal of the ARC was to fulfill its mandate and increase safety at all airlines

. General dissenting statement:

NACA feels there should be one level o f safety for all part 121 airlines. That level should be achieved by a clearly stated rule that each airline must follow. However
, a needlessly prescriptive rule removes flexibility f or part 121 airlines and may actually lower safety levels. FAA Adm ini s tra tor Randy Babbitt said, in a speech to A irline Pilots Association, that a  ̳ one size fits all ‘ safety strategy may actually lower safety. FAA rules sh ould allow part 121 airlines to write policies and procedures to demonstrate how they will comply with rule s; each air carrier‘s
processes are , then, approved and monitored by FAA to ensure compliance.

T he O bjectives and Scope section of the ARC‘s mandate was meant to provide a ― forum of the US aviation community ‖ to discuss recommendations that will , then

, help FAA develop requirements to ensure that part 121 air carriers establish or modify programs address ing mentoring, leadership, and professional development of flight crewmembers.

The ARC was comprised of eleven participants. Six participants were ei ther permanent ALPA staff or ALPA members from passenger airlines

. The other five participants were Regional Airline Association (RAA), National Association of Flight Instructors (NAFI), Coalition of Airline Pilots Association (CAPA), National Air Carrier Association (NACA) , and University Aviation Association (UAA) . National Safety Foundation was listed as a participant but did not attend or contribute. The C argo Airline Association (CAA) had no represent atives

. NACA contends that the ten participants d id not represent a true and bal anced cross section of the U.S. aviation community.

NACA voiced its concerns throughout the ARC but does not feel its concerns were seriously considered. The valid ity and justifi cation of those concerns were not appreciated and , therefore, largely dismissed. The most prevalent feeling in the ARC was: ―I f they think we went too far it will end up on the cutting room floor

, so we should put it in the recommendations. ‖ This demonstrates the overreaching nature fostered in this ARC. The ARC divided its workload by forming three sub

- groups.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 34

The concerns of an established ALPA carrier are very different from th ose of a smaller airline or start up carrier. C urrent recommendations of the ARC do not allow for scalability. A start

- up

can not reasonably comply with some of the prescriptive mandates because they w ill not have any ―seasoned‖ pilots on staff

. Every pilot, by definition, would have less than one year ‘s experience. Small airlines should also be allowed to adjust the har d prescriptive recommendations to outcome

- based compliance.

Specific dissenting statements by section:

Section 206(a)(1)(A)

– NACA concur s, as long a s flexibility is allowed for start

- ups and small airlines

, m any of which do not have a safety management s ystem, yet.

Section 206(a)(1)(B)

- NACA strongly opposes the addition of a Part 119.65 position for the Flight Operations Professional Development Representative. We concur with the ARC that a professional development position is important and valid to i nstall the MLP. NACA believes that mandating this position as a P art 119.65 position will not increase the credibility or importance of the position. Mandating it may, instead, weaken it. Keep in mind that in a speech to ALPA (August 2009) Administrator Randy Babbitt said ―We cannot regulate professionalism. No matter how many rules, regulations, advisories, mandatory training sessions, voluntary training sessions

— pull them all together, and it still comes down to us

— and by us, I mean every pilot‖. At start

- ups and smaller airlines, many staff w ear multiple hats until the airlines‘ size mandates ad ditional personnel. M any small er airlines ‘ director of safety also fulfill s the job of director of security and may even run the internal evaluation prog ram. This position can fall under the 119.65 D irector of O peration ‘ s chain of command.

The 119.65 qualifications , as listed in this section for the 119 .65 requirement

, do not even seem to relate to professional development, mentoring

, or leadership qualif ications. The y are close to the chief pilot ‘s qualifications , with the exception of a bachelor‘s degree

, but not necessarily in leadership or mentoring.

Section 206(a)(1)(C)

- Section C of th e mandate required the ARC to ―establish or modify training prog rams to accommodate substantially different levels and types of experience.‖ The ARC was not tasked with judging existing regulations. It concluded, however, that existing regulations contributed to the problem, so it should go outside its mandate and ad dress them.

NACA does not believe the intent of this section was met. The solution provided by the ARC was to increase indoc trination training to cover a wider range of topics , in order to provide one level of instr uction. NACA does not believe these ma ndated topics fulfill the established intent of this section. Nowhere does t he recommendation allow for training to be adjusted for specific pilot groups ; it assumes all pilot indoc trination training classes are ru n in the same manner. The majority view of the ARC wa s that all airl ines perform their training at h eadquarters or a central location. No allowance was given for distance learning or train ing to proficiency.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 35

Section 206(a)(1)(D)

- NACA s trongly opposes the prescribed thirty

- two ( 32 ) hours of i n

- person , facilitated

, training for leadership and command training/development. This is another example of the ARC‘s majority viewpoint, from a narrow base of the industry, proposing to dictat e requirements for an entire industry. It was assumed by the majority of the ARC‘s members that centralized in

- person training is possible for all airlines. Consider, however, non

- scheduled airlines represented by NACA: each of these airlines has crews located all over the w orld on any given day, and do not have la rge crew bases. T his mandate of thirty

- two ( 32 ) hour s of training for one topic, therefore, is extreme and wi ll be quite costly to NACA carriers.

NACA does not oppose the requirement of leadership and command training and development, and several NACA ca rriers already have quality leadership training progr ams in place. W e pro pose , however, that a specific number of training hours should not be placed in the regulation. Each carrier should be allowed to develop a leadership and command training course th at best suits that carrier ‘ s needs. NACA believes that the oversight of the local F light S tandards D istrict O ffice and A dvisory C ircular guidance is enough to establish quality programs at each carrier.

Section 206(a)(1)(E)

- No objections

Section 206(a) (1)(F)

– This s ection focused on ―other actions that may enhance flight crewmember professional development‖.

The intent of the ARC to improve the quality of applicants and pilots in the future is admirable

. B ut , is it legal or responsible to requir e a b achelor‘s degree or equivalent military experience? Many highly qualified and experience d applicants may be eliminated due to this requirement. NACA believes each carrier should be able to set its own hiring qualification s. With the advent of a professi onal development, leadership, and mentoring programs at each airline, NACA feels that higher standards, including higher education, will become corporate culture, not mandated law.Flight Crewmember Mentoring, Leadership, and Pr ofessional Development Recommendations: MLP ARC Report A

– 1 

## Appendix A

— Members and Staff

MLP ARC M EMBERS AND A FFILIATION

Kurt Shular

, Air Transport Association (A T A), Committee Co

- Chair

John Sluys , Air Line Pilots Association, International (ALPA)

, Committee Co

- Chair

Steve Briner

, R egional A irline A ssociation (RAA)

Scott Foose, RAA

Bob Tapaszi, RAA

Mike Hamilton, ALPA

Jerry Wright, ALP A

Jo hn David, Coalition of Airline Pilots Associations , (CAPA)

Randy Dopp, CAPA

Wayne Mann
, CAPA

George Paul, N ation al A ir C arrier A ssociation, (NACA)

Vannakay Hu r nevich, NACA

Randy DeMik, U niversity A viation A ssociation, (UAA)

Guy Smith, UAA

Jason Blair, N ation al A ssociation of Flight Instructors (NA FI )

Donata Ziedins, ATA

S UPPORT S TAFF

Deke Abbott , Federal Aviation Administration (FAA), Designated Federal Official (DFO)

Dean Griffith, FAA

Catherine Burnett, FAA

Judith Jameson, FAA

Louis Ebersole

, FAAFlight Crewmember Mentoring, Leadership, and Pr ofessional Development Recommendations: MLP ARC Report A

– 2 Kel ly Akhund, PAI Consulting

Ryan Gibson, PAI Consulting

Wendy Stanley

, PAI Consulting

Davis Chung, PAI Consulting

P RESENTERS

Phil Comstock

, Wilson Center for Public Research

Dave Bushy, Hyannis Air Service/Cape Air Airlines

Don Skiados, Leadership Communicat ions and Training

Chris Brown, Director of Flight Operations, SkyWest AirlinesFlight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report B

– 1



## Appendix B

— Attendance Graph

MENTORING, LEADERSHIP AND PR OFESSIONAL DEVELOPMENT AVIATION RULE MAKING COMMITTEE ATTENDANCE SHEET
The October 21, 2010 meeting was for the final report writing committee members only.

The Flight Safety Foundation (FSF) and Regional Air Cargo Carrier Association (RACCA) w ere invited but did not attend

. These dates do not include the meetings of the subgroups or the writing committee.

Name (first, la st) Association 9/29 9/30 10/1 10/5 10/6 10/19 10/20 10/21 11/2

Kurt Shular ATA, Co

- Chair X X X X X X X X X

John Sluys ALPA, Co

- Chair X X X X X X X X X

Deke Abbott FAA, DFO X X X X X X X X X

Steve Briner RAA X X X X X X X

Scott Foose RAA X X

Bob Tapaszi RAA X X X

Mike Hamilton ALPA X X X X X X X

Jerry Wright ALPA X X X X X X X X X

John David CAPA X X X X X X

Randy Dopp CAPA X X

Wayne Mann CAPA X X X X X

George Paul NACA X X

Vannakay Hurnevich NACA X X X X X X X

Randy DeMik UAA X X X X X X X X

Guy Smith UAA X X X X X X X X X

Jason Blair NAFI X X X X X X X

Donata Ziedins ATA X X X X X

Dean Griffith FAA X X X X X X X XFlight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report B

– 2

Name (first, la st) Association 9/29 9/30 10/1 10/5 10/6 10/19 10/20 10/21 11/2

Catherine Burnett FAA X X X

Judith Jameson FAA X

Louis Ebe rsole FAA X X X

Phil Comstock Wilson Center for Public Research X

Dave Bushy Cape Air X

Don Skiados Leadership Communications and Training X

Kelly Akhund PAI Consulting X X X X X X X X X

Ryan Gibson PAI Consulting X X X X

Wendy Stanley PAI Consulting X X X X X X X

Davis Chung PAI Consulting XFlight Crewmember Mentoring, Leader ship, and Professional Development Recommendations: MLP ARC Report C

– 1



## Appendix C

— Acronyms

AC Advisory Circular

ACARS Aircraft Addressing and Reporting System

ALPA Air Line Pilots Association

AOA air operations area

AQP Advan ced Qualification Program

ATA Air Transport Association

ATP Air Transport Pilot

CAA Cargo Airlines Association

CAPA Coalition of Airline Pilots Associations

CDL configuration deviation list

CFR Code of Federal Regulations

COO Chief Operations O fficer

CRM crew resource management

FAA Federal Aviation Administration

FOM flight operations manual

IOE Initial Operating Experience

ISC In

- Flight Security Coordinator

MEL minimum equipment list

MLP ARC Flight Crewmember Mentoring, Leadership and Professional Development

Aviation Rulemaking Committee

NACA National Air Carrier Association

NAFI National Association of Flight I nstructors

OCC Operations Control CenterFlight Crewmember Mentoring, Leader ship, and Professional Development Recommendations: MLP ARC Report C

– 2

Op Specs Operations specifications

PBS Preferential Bidding System

P DSC professional development steering committee

PTS practical test standards

RAA Regional Airline Association

SIDA security identification display area

UAA University Aviation AssociationFlight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report D

– 1



## Appendix D

— Generational Communications Presentation

OCT OBER 6, 2010 PRESENTATION SUMMARY
Don Skiados and Phil Comstock’s presentation notes From October 6, 2010 MLP ARC Meeting

Mr. Sluys introduced two speakers for the day, Mr. Don Skiados, president of Communications and Training, and Mr. Phil Comstock , pres ident of the Wilson Center for Public Research

. Mr. Skiados gave a presentation titled ―Generational Communications Presentation‖ on generational differences and how the actions and tendencies of each generation are diverse. He explained to the MLP ARC t hat the pilots of ―Generation 9/11‖ work in groups, and it would be beneficial to mentor them in groups as well.

Mr. Skiados gave examples of the transition between generations in the United States by describing the Baby Boomer generation, Generation X, Ge neration Y (also known as the Millennial Generation), and Generation 9/11. Mr. Skiados asked the MLP ARC to consider how to reach every generation of pilots while writing the mentoring leadership and professional development rules. He explained that each generation is different in the way it follows and uses rules and regulations. Mr. Skiados also observed that each generation learns differently and the process of mentoring needs to be tailored to the generational differences of each pilot.

Mr. Phil Coms tock began his presentation by providing the MLP ARC with statistics about modern pilots and how pilots‘ motivations have changed with each generation. Mr. Comstock stressed that the Generation 9/11 are asking, ―What‘s in it for me?‖ He explained these p ilots need an incentive for receiving mentoring and training.

Mr. Comstock then discussed the 2006 Fee for Departure Study examined fee for departure air carriers (regionals). Almost all pilots in the study came from Generation Y or Generation 9/11. The study concluded the following:

1. Hardly any pilots had aviation related hobbies.

2. Only 5 percent of pilots have military backgrounds.

3. Most pilots come from affluent families.

4. The percentage of pilots that had their Eagle Scout badge had significa ntly dropped.

5. Pilots are less different from their peers than earlier generations of pilots were.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report D

– 2

Mr. Comstock stated he interviewed hundreds of pilots in their twenties from the Baby Boomer generation and Generation X. He noted when asked why they wa nted to be pilots, they explained that they could not see themselves doing anything else. Mr. Comstock added that pilots from these generations had a passion for flying airplanes, which included an involvement in aviation outside of their profession. Mr. Comstock stated Generation Y and Generation 9/11, when interviewed about flying, explained they got into for an easy schedule and high pay. He provided an alarming trend: when asked about career plans, modern pilots explained they were planning to exit the profession in the next 5 years. Mr. Comstock added these pilots did not have any aviation hobbies outside of their profession and did not have the passion for flying that the previous generations have.

Mr. Comstock explained that air carriers whose pi lots are primarily from Generation Y and Generation 9/11 (with an average age of 33 or younger) are more vulnerable to aviation accidents similar to the Colgan 3407 accident. He stated these pilots are more likely to text in the cockpit, come to work fati gued, and manipulate their schedules to maximize pay and days off. He added this generation of pilot spends time on overnights socializing on their computers instead of resting. Mr. Comstock noted this generation of pilot is not as connected to the profe ssion and views being an air carrier pilot as a job rather than a profession, which has a negative impact on safety.

Mr. Comstock observed that the current generation of pilots in Canada and the United Kingdom is different from that in the United States. He stated they are more professional and more likely to follow aviation regulations. He added those parts of the world do not have the same generational patterns as the United States and therefore have a different safety culture.

The MLP ARC then discusse d the presentations and res earch with Mr. Comstock and Mr. Skiados. Mr. Sluys asked how to tell someone who spends $200,000 on flight ratings that they do not belong in aviation. Mr. Comstock stated a majority of pilots have a false perception of what a job at an air carrier is like. He explained that telling them the truth early on about flying and what the job entails would help filter out pilots that do not belong in the industry.

The MLP ARC asked whether Generation 9/11 will be able to receive ment oring or seek help from mentor pilots. Mr. Skiados explained that mentoring needed to take place in groups and in a pack mentality. He added that Generation 9/11 does everything in groups and that it was important to recognize this difference. He also n oted a mentor has to be perceived as highly successful.

Mr. Comstock stated the next generation (primarily in their twenties) has spent a lot of time with grandparents and less time with parents. As a result, he explained that the current generation feels more comfortable with people in their sixties. He noted having a retired pilot or someone in their sixties who is respected and successful would be an ideal mentor for Generation 9/11. Mr. Comstock added that the current generation of pilot has great pe rsonal risk aversion. He stated telling these pilots how procedures and rules will help them protect themselves will make them more receptive to learning and mentoring. Mr. Comstock also explained that the most effective mentors for the current generatio n are a well

- respected , successful pilot and that pilot‘s spouse.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report D

– 3

Mr. Skiados explained the differences between group mentoring and one on one mentoring. He stated that one on one mentoring is very effective but may be challenging for an airline that hir es thousands of pilots in a year.

Mr. Shular asked Mr. Comstock and Mr. Skiados for their thoughts about creating a committee that would oversee aviation professionals and approve or disapprove of their ability to be a professional pilot based on specific criteria. Both Mr. Comstock and Mr. Skiados agreed that a professional organization would be a great idea.

Mr. Comstock stated a problem with current pilots is their expectations of the job are unrealistic, so when they come to work they are disappointed in what they end up doing. He explained this leads to job dissatisfaction. He further noted that ALPA, CAPA, UAA, AABI, and other organizations need to improve their marketing of the profession to better reflect what the job is actually like. Mr. Comsto ck observed if pilots knew more about the profession before getting a job at an air carrier, there would be less attrition. Furthermore, he stated it would filter out people that do not belong in the profession. Mr. Comstock concluded this sentiment with the observation, ―If you don‘t love the profession you will never excel at it.‖

Mr. Shular then asked Mr. Skiados about the MLP ARC‘s mentoring task. Mr. Shular suggested making it a part of the air carrier‘s upgrade training. He stated that captains sh ould know they are the face of the company. A representative from UAA recommended making Mr. Skiados‘ presentation part of the mentoring training captains receiv e during upgrade training. Mr. Comstock added mentoring needs to be realistic. He stated mod ern pilots envision the job as a glamorous profession. This causes them to not like their job which makes them unsafe because of poor professional development.

The next topic of conversation with the two speakers was professionalism. The MLP ARC asked M r. Skiados and Mr. Comstock if they thought the ―professional ce rtification‖ was possible. Mr. Skiados agreed that it is a good idea, although he stated it should not be issued by the union. This led to discussion about who is in charge, management, the union, or the FAA.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report D

– 4Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report D

– 5Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report D

– 6Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report D

– 7Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report D

– 8Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report D

– 9Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report D

– 10Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report D

– 11Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report D

– 12Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report D

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– 15Flight Crewmember Mento ring, Leadership, and Professional Development Recommendations: MLP ARC Report E

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## Appendix E

— Decision

- making in Aviation
Mary Niemczyk

Lee Fournet Arizona State University

Decision

- making in Aviation: Developing a Qualified Workforce

R ecent r esearch by neuroscientists has indicated that the brain, in particular the prefrontal

cortex (PFC), continues to develop at least well into a person‘s 20s. Because the brain is malleable and shaped by external influences, it appears as though the use of modern technologies, such as cell phones, the Inter net, and video games, may be affecting the  ̳wiring diagram‘ of the adolescent brain. The PFC is responsible for planning, working memory,

decision

- making, a nd problem solving, among other functions

. Some studies have found that the impact of these techno logies are actually delaying brain development and even stunting development impairing reasoning abilities.

Decision

- making in the cock pit and in the air traffic management environment is critical to safe flight. It is therefore important that collegiate aviators have the necessary skills to perform safely within the complex flight environment. Previous research has found that providing students with examples from accident/incident scenarios enables them to improve decision

- making in similar
situations, however, there are many times when situations are unique and novel to these

individuals. In these situations, they will have to utilize decision

- making skills that allow them to develop solutions to problems they have not previously encountered. Previous research has

found that decision

- making skills can in fact be taught.

The focus of this study will be to examine the decision

- making skills and abilities of collegiate

aviat ion students

. An intervention course focusing on decision

- making and problem solv ing of

defined and ill

- defined problems will be administered to improve these skills. Assessment of

decision

- making skills will be conducted after the intervention to determine changes in

these skills.Flight Crewmember Mento ring, Leadership, and Professional Development Recommendations: MLP ARC Report E

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The transitioning of Millennial individuals into the aviation environment has been and continues to be a major concern for managers in airlines and air traffic. Along with the many differences in work ethic, these individuals are also exhibiting differences in thinking and problem

- solving

skills. Aviation is very dynamic with many unexpected situations occurring daily. It is, therefore, critical that individuals entering the workforce be highly prepared to contribute to the safety and advancement of all aspects of the aviation system.Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report F

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## Appendix F

— Workplace Preferences of Millennials in the Aviation IndustryFlight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report F

– 2Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report F

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– 5Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report F

– 6Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report F

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– 8Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report F

– 9Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report F

– 10Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report F

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– 12Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report F

– 13Flight Crew member Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report G

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## Appendix G

— 2010 Pilot Source StudyFlight Crew member Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report G

– 2Flight Crew member Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report G

– 3Flight Crew member Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report G

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– 7Flight Crew member Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report G

– 8Flight Crew member Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report G

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– 18Flight Crew member Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report G

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– 24Flight Crew member Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report G

– 25Flight Crewmembe r Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report G

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