FLIGHT CREWMEMBER MENTORING, LEADERSHIP,

AND PROFESSIONAL DEVELOPMENT 

AVIATION RULEMAKING COMMITTEE RECOMMENDATIONS

Report from the MLP ARC

November 2, 2010
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report ii

Table of 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 Establish 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 Flight 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—Acronyms ......................................................................................................... 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–1
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report iii

Executive 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) part 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 crewmembers. 

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 Associations (CAPA), National Air Carrier Association (NACA), 

National Association of Flight instructors (NAFI), Regional Airline Association (RAA), and

the University Aviation Association (UAA) to craft recommendations that will help the 

Federal Aviation Administration (FAA) develop requirements for air carriers to establish or 

modify programs addressing mentoring, leadership, and professional development of 

flight crewmembers in part 121 operations. The MLP ARC was tasked with developing 

recommendations by November 15, 2010, for submittal to the Associate 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 competencies 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 professional 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 specifically, the 

MLP 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 ―professional development steering 

committee‖ deems necessary, and
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report iv

o Establish an 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 development position, charged with the duties 

and responsibilities of professional development programs at the air carrier, and

o Establish a professional development steering committee (PDSC) consisting of 

leaders of flight operations management and pilot representatives 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, to include a basic understanding of the

air carrier‘s management, the pilot‘s representation, and the company‘s professional 

development 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 to 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 cycle with continuing 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 crewmembers,

o Introduce leadership and command principles into the knowledge test. The practical 

test standards (PTS) will reflect the need for the applicant to demonstrate this 

knowledge during the Commercial Pilot, Certificated Flight Instructor, and 

Air Transport Pilot practical test.

o Require that all 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 remainder of their career.
Flight Crewmember Mentoring, Leadership, and Professional 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 Line Pilots Association, International
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 1

1.0 MLP ARC Background

MLP ARC CHARTER

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 crewmember 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 training,

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 Administrator 

for Aviation Safety for rulemaking consideration by November 15, 2010. 

AIRLINE SAFETY AND FEDERAL AVIATION ADMINISTRATION EXTENSION ACT OF 2010

(PUB. 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 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 

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 air 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 proficient 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 crewmembers 

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 leadership and 

command training.

(F) Such other actions as the aviation rulemaking committee determines appropriate to enhance 

flight crewmember professional development.

DELIBERATIONS

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 upgrade/in-command syllabi 

from industry. The ARC also received a presentation from Chris Brown, SkyWest Airlines, 

concerning its professional development courses.

The MLP ARC also received briefings from Captain Dave Bushy, Chief Operations Officer 

(COO) and president, Cape Air/Nantucket Airlines; Mr. Don Skiados, President 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 pilot 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 carriers 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 and Decision-making in Aviation: Developing a Qualified 

Workforce. These research reports provided an examination of the future aviation professional 

and stressed the importance for detailed regulation and structure necessary for procedural 

adherence in the workplace.
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 3

DISCUSSION

Current 14 CFR are silent on several of the questions posed to the MLP ARC. However, a 

limited number of air carriers have already instituted some programs on mentoring, leadership, 

and professional development that address the needs 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 carriers and unions that provided this 

information. 

The MLP ARC proposes the FAA create new regulations addressing 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 

and 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-hire pilot‖ to represent 

new first officers and/or new flight engineers on a pilot career track. Also, comments and 

recommendations concerning passenger operations may not be applicable to all-cargo operations.
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 4

2.0 Recommendations

2.1 FLIGHT CREWMEMBER MENTORING PROGRAMS

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 performance, 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 address 

flight crewmember mentoring programs.‖

BACKGROUND

There is currently no requirement for 14 CFR part 121 air carriers to incorporate mentoring 

programs into air carrier training. 

Mentoring refers to a personal, developmental relationship in which a more 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 described above. 

DESIRED OUTCOMES

For the air carrier: Create a mentoring environment and have a continual source of 

de-identified mentoring data on new-hire pilots for analysis, evaluation, and improvement of 

the mentoring program. 

For the career and flightcrew mentor: Increase professionalism and the level of command and 

leadership skills by mentoring protégé pilots. 

For the protégé pilot: Increase pilot professionalism, responsibility, and 

leadership/followership skills.

RECOMMENDATIONS

The MLP ARC recommends 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

occurs 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 to 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 mentoring training and annual recurrent training that 

emphasizes 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-hire 

pilots 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 Period

The first year of employment, traditionally a probationary period, will be a mentoring year. 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. Considerations for pairing 

should include baseline information for each pilot including, qualifications, education, and 

experience. Career mentors will meet with their assigned protégé pilots during the 

indoctrination 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 reports will be 

de-identified and included in a database used for trend analysis and program improvement. A 

summary of the reports 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 correct the situation, the career mentor 

may decide to report serious irregularities, after notifying the protégé pilot. The career mentor 

will communicate with the pilot union‘s professional standards committee (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 Transitions 

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

or pilots returning to active line flying after a long absence, 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 

captains—protégé captains—will be assigned a career mentor based on a process established by 

the PDSC.

Flightcrew Mentor

Air carriers should establish a mentoring environment by training all captains to be 

flightcrew mentors. This will be accomplished by training 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, airmanship, and professionalism. 

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 mentor. The protégé reports

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 FLIGHT CREWMEMBER PROFESSIONAL DEVELOPMENT 

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.‖

BACKGROUND

Most professions require an on-going education or professional development element for 

continued certification. Although flight crewmembers are required to attend recurrent training or 

a continuing qualification course, these training programs focus on the specific aircraft and 

situational scenarios regarding system irregularities and/or air carrier operations. As a profession 

however, only certain organizations have outlined the professional requirement and/or ethical 

principles for air carrier pilots, such as ALPA‘s Code of Ethics. The 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.

PROBLEM

Some air carriers have realized the importance of mentoring flight crewmembers through an 

effective 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. 

DESIRED OUTCOMES

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 carriers for analysis, evaluation, and program improvement.
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 8

RECOMMENDATIONS

The MLP ARC felt it important that each air carrier have a coherent professional development 

plan that 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 or 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 Development 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 ARC also recommends that the 

individual who holds this position must—

 Have an Air Transport Pilot (ATP) certificate;

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

 Have, at a minimum, a bachelor‘s degree; and

 Be qualified through training, experience, and expertise.

The MLP ARC believes these responsibilities should be specifically designated to the individual 

professional development position:

 As related to professional development, oversee the air carrier pilot interviewing process, 

indoctrination program, recurrent training, leadership and command training, mentoring 

programs, and internship programs;

 Convene and chair quarterly meetings 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, International Society 

of Women Airline Pilots;

 Provide professional development programs for flight operations management;

 Collect, assess, and share data for the purpose of improving the program;

 Develop specific initial and recurrent leadership and command training for 

instructors/check airmen/part 119 personnel with emphasis on recognizing and measuring

knowledge, skills, and abilities; and facilitating debriefs 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 instructors 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 collaborative professional development 

program, each air carrier establishes a PDSC that meets at least quarterly. The PDSC must

consist of leaders of flight operations management and pilot representatives, such as from the 

pilot‘s union, and focus on career professional development programs specific to the air carrier.

The committee should include the following disciplines as they may exist at each air carrier:

 Flight Operations Professional Development representative (part 119),

 Human Factors representation from Flight Operations ,

 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 Human Factors Training chairman, and

 A representative of Senior Flight Operations Management.

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

 As they relate to professional development, develop the air carrier pilot interviewing 

process, indoctrination program, recurrent training, leadership and command training, 

mentoring programs, and internship programs;

 Provide professional development for instructors, line check pilots, and all flight 

operations management;

 Design and collect assessments of professional development programs, conduct program 

evaluations, and use the results for continual improvement of professional 

development programs;

 Ensure that current flight crewmembers have a common level of knowledge 

encompassing the complete indoctrination program;

 Provide oversight to ensure air carriers are screening new-hire pilot applicants for 

professional, leadership, and command skills; and

 Share de-identified data with industry and academia.
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 10

2.3 METHODS TO ESTABLISH OR MODIFY TRAINING PROGRAMS TO ACCOMMODATE 

SUBSTANTIALLY DIFFERENT LEVELS AND TYPES OF EXPERIENCE

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 flight crewmembers.‖

The MLP ARC‘s charter includes a tasking which incorporates the prescriptive language on this 

subject in § 206(a)(1)(C) reads in part, ―Specifically, the ARC should consider and 

address...[m]ethods to establish or modify training programs to accommodate substantially 

different levels and types of experience.‖

BACKGROUND

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. The ARC discovered there is much variation 

among 14 CFR part 121 air carriers with respect to meeting or exceeding, current regulatory 

requirements to provide indoctrination training. Air carriers exhibiting industry best practices 

exceed current regulations by providing new pilots with as much as two concentrated weeks of 

instruction and opportunities for learning. However, other air carriers may give considerably 

less time to this training and cover only the basic subjects which are required by 

current regulations.

The MLP ARC determined the indoctrination training requirements contained in part 121

contribute to this problem because none are written in a manner to ensure new flight

crewmembers receive a comprehensive education on the subjects needed for subsequent training. 

These subjects include an overview of management and pilot representative functions, flight 

operations, and professionalism. The accidents which prompted the passage of Pub. L. 111–216 

into law demonstrated that these topics require longer 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) Appropriate 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 manual.

§ 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 specifications, 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 functions. All AQP qualification and continuing qualification 

curriculums must integrate the training and evaluation of [crew resource management]

(CRM) and technical skills and knowledge. An application for approval of an 

AQP curriculum may be approved if 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 practices 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 and 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 the 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].

PROBLEM

These regulations have helped to foster a one-size-fits-all training curriculum at some air carriers 

that is inadequate for providing the type of comprehensive, informative introduction to air carrier

flying needed by every new flight crewmember. Indoctrination training must address the gaps 

between what the pilot has learned from prior education, training, and experience, and what is 

needed to be proficiently flying 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 carriers, the military, or 

a combination. The equipment flown by new pilots before hiring also varies. Below are several

theoretical examples of pilots, each holding 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 operating 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 just 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 airspace, 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-body 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 including 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 cockpits; knowledge of and 

experience in flying highly automated aircraft; and experience flying turbine-powered aircraft.

The current 14 CFR on indoctrination need revision. Unlike prior generations of pilots who 

often served as flight engineers and learned a great deal about air carrier flying by observing 

seasoned 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 airspace 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 concepts 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 carriers. 
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 13

DESIRED OUTCOMES

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 unique operation. 

RECOMMENDATIONS

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) an overview of air carrier management and 

the pilot union (as applicable); (2) flight operations; and, (3) professional 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 that 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 part 121.

Air Carrier Management and Pilot Union Overview

 Company history—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 senior 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 meeting 

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. The new-hire pilot should be 

welcomed 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 by 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 maintain 

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. Such 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 positions. 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 pilots understand 

proper protocols and know where to get guidance and assistance.

o In addition to the flight operations department, new-hire pilots should also be given 

an overview of other departments that are important to the pilot including safety, 

in-flight (as applicable), scheduling, dispatch, human resources, training, and business

and pleasure travel. Briefings by the heads 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 organizations 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 them understand the terms of wages, benefits, insurance, 

representation, and other components, such as collective bargaining agreement

as applicable.

Flight Operations

The MLP ARC believes training in these 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 Initial 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 them in those phases of 

training. This additional training/review will allow for a greater 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 performance—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 considerations. 

 High altitude physiology—This review should include the effects 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—Review cold weather operations, meteorological 

conditions in flight and on the ground, when 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—Most 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 associated 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; interaction 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 captain 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 center‘s functions, resources, 

and operating 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 the 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 balance—The new-hire pilot should understand company procedures for 

calculating weight and balance, be able to describe procedures if changes need to be 

made, and incorporate variables 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/terrain, 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 manuals into 

indoctrination training:

o Operations specifications (Op Specs). Should include a review of the contents of 

each section, such as A–E, and emphasize 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 operations 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. It 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 higher.

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

 Hazardous 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 there 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 anticipate, 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. 

Indoctrination 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 to 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 decision 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 plays a role in this decision. While not responsible for making the 

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 decisionmaking process. 

 International flying (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.

 Observation flights—Observation flights in the cockpit jumpseat are valuable for 

introducing the new-hire pilot to operations and company procedures. These flights 

should be used as an integral part of the indoctrination training process helping to 

reinforce information learned during training and ease the transition to line operations. 

All air carriers should be required to provide one or more observation flights prior to 

IOE. Precedent for this practice is established for air carriers to provide observation 

flights to dispatchers (reference § 121.463).

 Training—An overview of the training program and types of training, such as AQP or 

standard; training schedule, expectations, and completion standards should be presented. 

The new-hire pilot now knows the expectation and can prepare accordingly. Topics 

should include an overview of recurrent training.

 Safety—All air carriers stress safety and the importance of daily performing safe 

operations. New-hire pilots may not be familiar with common FAA and air carrier 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 regarding security. As such, a pilot‘s 

understanding of air carrier security is important and proper education of air carrier

security is essential in indoctrination and recurrent training. Some of the items that 

should be trained include:

o Security identification display area (SIDA) 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 associated 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 Security Coordinator. Identify the role and responsibility of this company 

position, plus how they should be contacted and under what circumstances.

o In-Flight Security Coordinator (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 

considerations 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 officers flying armed. The air carrier‘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 the Crew Personnel Advanced Screening System.

Pilots should understand that they are screened in 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 international operations (when 

safety vest is required), the footprint of the aircraft, painted areas for equipment, use of 

wing walkers, fueling precautions, and vigilance during walk around.
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 19

 Air carrier communication procedures—The new-hire pilot will be able to describe the 

communications means and methods used by the air carrier during operations to include 

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

traffic services.

 Fatigue and fatigue management—14 CFR and related guidance concerning flight and 

duty time should be explained to the new-hire pilots. The new-hire 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 away from the airport.

 Automation policies and philosophies—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 improve 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 foundational skills for the new pilot, periodic reinforcement 

during recurrent and upgrade training is essential.

 Leadership and command expectations, requirements—The carrier should introduce the 

basic principles of leadership and command authority. This introduction 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 ―emergency authority.‖

 Followership—Not all approaches 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 the captain 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 degree of assertiveness and be an 

active participant in the decisionmaking process. Captains will expect input from 

first officers in the decisionmaking process. This input will be based on the first 

officer‘s prior experience, judgment, and current information. 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 effective 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 briefed 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 of this document.

 CRM 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 Discussions of pilot flying and pilot monitoring form the foundation of good crew 

coordination and communication. Understanding the separation of duties leads to a 

standardized cockpit.

 Responsibilities of a professional pilot—A professional pilot is someone who does more 

than fly an aircraft. 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 successful beyond flying skills, a pilot must have 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 

employee, and a more professional pilot. 

o Public, personal behavior. The new-hire pilot will understand that a pilot represents

the industry, air carrier and profession at all times, not just when they are at the 

airport or on the flightdeck. All actions and behaviors 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 regarding

passengers. Training should include consideration of passenger issues such as—

o Safety. The passengers 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, the cabin temperature is an important 

consideration, especially when on the ground in summer.

o Use of the public address system (PA). Many new-hire pilots have never had to 

address passengers on the PA. The new-hire pilots will practice making 

announcements to help them gain the confidence necessary to speak on the PA 

effectively. The 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 contact/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 basis and during non-normal operations.
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 22

2.4 ENHANCEMENTS TO UPGRADE TRAINING TO INCLUDE LEADERSHIP AND 

COMMAND TRAINING

Pub. L. 111–216 § 206(a)(1)(D) reads, ―Establish or modify training programs for 

second-in-command flight crewmembers 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.‖ Section 206(a)(1)(E) reads, ―Ensure 

that recurrent training for pilots-in-command includes leadership 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) Enhancements to Recurrent Training to include 

leadership and command training.‖

BACKGROUND

The MLP ARC devoted considerable time discussing the current state of air carrier command 

and leadership training. The MLP ARC discovered there is a wide variation among 

14 CFR part 121 air carriers. Some air carriers have well-established leadership and command 

programs and others have no programs in place. Established programs that exemplify best 

practices within the industry include elements of command and leadership 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.

PROBLEM

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 captains will receive a 

comprehensive education on subjects which are foundational to command, leadership, and 

professionalism. These topics should be covered in considerable depth over a significant amount 

of time, to ensure that new captains can demonstrate a thorough understanding of these subjects 

while acting as a pilot-in-command at a part 121 air carrier.

DESIRED OUTCOMES

For the air carrier: 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: 

 Being ―in command,‖

 Having the requisite knowledge,

 Assessing situations and making good decisions,
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 23

 Setting a personal example,

 Managing the environment,

 Promoting the corporate mission,

 Effectively managing people, and

 Bringing out the best in others.

RECOMMENDATIONS

The MLP ARC reviewed the leadership and command courses at Alaska, Delta, SkyWest, and 

United Airlines. The MLP ARC reached a consensus opinion that all part 121 air carriers should 

develop and implement a ―leadership and command‖ course for all second in-command flight

crewmembers attempting to qualify as pilot-in-command flight crewmembers for the first time in 

a specific aircraft type.

Leadership and Command Program

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

run these programs, the MLP ARC determined 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. Additional items that each air carrier may deem necessary to introduce in 

a leadership and command course may be suitable for distance learning.

The MLP ARC recommends the specific leadership and command training be developed as a 

training event separate from the normal captain upgrade transition syllabus. It is recommended 

that each air carrier develop their course in-house to enable the air carrier to incorporate 

air carrier-specific course material. The 32 hours must be separated into two segments. The 

initial segment must be completed prior to upgrade training in order to cover the leadership and 

command 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 captain and reinforce the concepts covered in the initial 

leadership and command course.

Requirements of the leadership and command training would include the following leadership 

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

Leadership by Being ―In Command‖

 Defining captain‘s authority, legal versus 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 scenarios would allow the pilots

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.

Leadership 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 pilots will be able to define their ideas of professionalism 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 captain‘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 Theory 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,

 Reviewing industry/company accidents/incidents, and

 Assess beliefs and values (corporate and individual).

Pilots will assess their own leadership styles and be able to understand how their leadership 

styles can be adapted as situations warrant. The pilots will also assess their own beliefs and 

values and understand how those align with those 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, decisionmaking, 

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 decisions and be able to clearly 

communicate those decisions in the leadership role.

Leadership by Managing the Environment

 Managing the sterile cockpit,

 Automation management,

 Time management,

 Maintaining discipline in an undisciplined environment, and

 Threat and error 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 tools 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 be 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 pilots will 

understand their roles and responsibilities to the air carrier and how those 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

 Fatigue 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 authority and encouraging a cooperative, 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 understand 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 techniques,

 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 

with 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 members 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 building. 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 described.
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 27

2.5 ENHANCEMENTS TO RECURRENT TRAINING TO INCLUDE LEADERSHIP AND 

COMMAND TRAINING

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 tasking 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.‖

BACKGROUND

A key inflection point in pilots‘ careers is their recurrent training cycle. The MLP ARC

determined that there is no current regulatory requirement for leadership and command training 

in recurrent training.

DESIRED OUTCOMES

For the air carrier: To have a process where leadership and command skills are continually 

assessed, evaluated, and improved through recurrent training. 

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

recurrent training.

RECOMMENDATIONS

The MLP ARC recommends that recurrent training programs are enhanced to include leadership 

and command training. The MLP ARC recommends that selected items from the leadership and 

command components be integrated into the various forms of recurrent training. The 

components an air carrier incorporates into recurrent training as emphasis items from year to 

year are left to the discretion of the PDSC. All components 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 leadership and command training will be taught, 

observed and debriefed in every simulator 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 OTHER ACTIONS THAT MAY ENHANCE FLIGHT CREWMEMBER PROFESSIONAL 

DEVELOPMENT

Section 206(a)(1)(F) reads, ―Such other actions as the aviation 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 that may enhance crewmember 

professional development.‖

There was some debate within the MLP ARC regarding the scope and number of 

recommendations to be included within this section. However, the MLP ARC ultimately 

reached consensus on three items that came 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 command training for pilots currently employed.

ENHANCEMENTS TO KNOWLEDGE TESTS AND PRACTICAL TEST STANDARDS

BACKGROUND

The MLP ARC was concerned with the wide range of experience of new-hire pilots who are 

starting at air carriers 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 carriers 

provided data mined from 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 training. 

Statistically, the best-performing pilots were those who had flight instructor certificates, 

graduated from collegiate-accredited flight programs, received advanced (post-private pilot 

certificate) pilot training in college, graduated with collegiate 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 having prior corporate pilot or air carrier pilot experience.

PROBLEM

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 

prospective 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

DESIRED OUTCOME

For pilots developing their knowledge, skill, attitude, and behavior to become professional 

pilots: Attain the foundational knowledge of the concepts of professional development, 

leadership, and command.

RECOMMENDATIONS

The MLP ARC recommends that in order to ensure that an ATP pilot applicant at any part 121

air carrier has 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 these elements into the written, practical, and/or oral portions 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 available 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 undisciplined 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. Decisionmaking and accountability,

7. Defining professionalism,

8. Safety culture,

9. Awareness of proper automation use,

10. Stress management,

11. Workload management; prioritization and delegation,

12. Time management,

13. Maintaining discipline in an undisciplined environment, and

14. Fatigue management.

Flight Instructor Certificate

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

BACHELOR’S DEGREE REQUIREMENT

BACKGROUND

The 2010 Pilot Source Study found statistically 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 flight programs with college aviation 

degrees. In addition, a discussion of industry best practices in regards to pilot hiring revealed 

that air carriers prefer applicants who have completed a bachelor‘s degree program. Industry 

representatives related that completion of a bachelor‘s degree, even if it is 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. 

PROBLEM

The MLP ARC discussed 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. 

Title 14 CFR does not currently require new-hire pilots to have a bachelor‘s degree of any type. 

DESIRED OUTCOME

For pilots aspiring to become professional pilots: Have the educational experience that is 

requisite for a profession.

RECOMMENDATIONS

The MLP ARC recommends that all pilots hired by part 121 air carriers 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 recommendations 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.

LEADERSHIP AND COMMAND TRAINING FOR PILOTS CURRENTLY EMPLOYED

BACKGROUND

The MLP ARC discussed ways to ensure that all active pilots, who did not receive indoctrination 

training as a new-hire pilot or leadership and command training as a new captain at their

air carrier, are trained to the standards recommended by the MLP ARC in the concepts of 

leadership, command, and mentoring.

PROBLEM

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

DESIRED OUTCOMES

For the air carrier: To have a process where professional pilot skills are continually assessed, 

evaluated, and improved for all pilots employed by the air carrier. 

For all pilots in an air carrier: Possess the expected knowledge, skill, attitude and behavior of 

professional pilots.

RECOMMENDATION

The MLP ARC recommends that each air carrier‘s PDSC develop a process or training program 

to ensure that all captains are qualified in the principles of the entire leadership and command 

program. In addition, the MLP ARC recommends the PDSC at each air carrier develop a process 

or training 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

NATIONAL AIR CARRIER ASSOCIATION (NACA)

NACA‘s dissenting report regarding certain recommendations of the ―Flight Crewmember 

Mentoring, Professional Development and Leadership‖ Aviation Rulemaking Committee 

(MLP ARC). 

NACA commends the Federal Aviation Administration (FAA) and all volunteers who 

contributed to this ARC. The ARC‘s mandate resulted in a compressed 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 of 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 for part 121 airlines and may actually lower safety levels. 

FAA Administrator Randy Babbitt said, in a speech to Airline Pilots Association, that a  ̳one size 

fits all‘ safety strategy may actually lower safety. FAA rules should allow part 121 airlines to 

write policies and procedures to demonstrate how they will comply with rules; each air carrier‘s 

processes are, then, approved and monitored by FAA to ensure compliance. 

The Objectives 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 addressing

mentoring, leadership, and professional development of flight crewmembers. 

The ARC was comprised of eleven participants. Six participants were either 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 Cargo Airline Association (CAA) had no representatives. 

NACA contends that the ten participants did not represent a true and balanced 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 validity and justification of those concerns were not appreciated and, therefore,

largely dismissed. The most prevalent feeling in the ARC was: ―If 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 those of a smaller airline or 

start up carrier. Current recommendations of the ARC do not allow for scalability. A start-up 

cannot reasonably comply with some of the prescriptive mandates because they will 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 hard prescriptive 

recommendations to outcome-based compliance.

Specific dissenting statements by section:

Section 206(a)(1)(A) – NACA concurs, as long as flexibility is allowed for start-ups and small 

airlines, many of which do not have a safety management system, 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 install the MLP. NACA believes

that mandating this position as a Part 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 wear multiple hats until the airlines‘

size mandates additional personnel. Many smaller airlines‘ director of safety also fulfills the job

of director of security and may even run the internal evaluation program. This position can fall 

under the 119.65 Director of Operation‘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 qualifications. They 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 the mandate required the ARC to ―establish or modify 

training programs 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 address them.

NACA does not believe the intent of this section was met. The solution provided by the ARC 

was to increase indoctrination training to cover a wider range of topics, in order to provide one 

level of instruction. NACA does not believe these mandated topics fulfill the established intent 

of this section. Nowhere does the recommendation allow for training to be adjusted for specific 

pilot groups; it assumes all pilot indoctrination training classes are run in the same manner. The

majority view of the ARC was that all airlines perform their training at headquarters or a central 

location. No allowance was given for distance learning or training to proficiency. 
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report 35

Section 206(a)(1)(D) - NACA strongly opposes the prescribed thirty-two (32) hours of in-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 dictate

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 world on any 

given day, and do not have large crew bases. This mandate of thirty-two (32) hours of training 

for one topic, therefore, is extreme and will be quite costly to NACA carriers. 

NACA does not oppose the requirement of leadership and command training and development, 

and several NACA carriers already have quality leadership training programs in place. We 

propose, 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 that best 

suits that carrier‘s needs. NACA believes that the oversight of the local Flight Standards District 

Office and Advisory Circular guidance is enough to establish quality programs at each carrier. 

Section 206(a)(1)(E) - No objections

Section 206(a)(1)(F) – This section 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. 

But, is it legal or responsible to require a bachelor‘s degree or equivalent military experience? 

Many highly qualified and experienced applicants may be eliminated due to this requirement. 

NACA believes each carrier should be able to set its own hiring qualifications. With the advent 

of a professional 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 Professional Development Recommendations: MLP ARC Report A–1

Appendix A—Members and Staff

MLP ARC MEMBERS AND AFFILIATION

Kurt Shular, Air Transport Association (ATA), Committee Co-Chair

John Sluys, Air Line Pilots Association, International (ALPA), Committee Co-Chair

Steve Briner, Regional Airline Association (RAA)

Scott Foose, RAA

Bob Tapaszi, RAA

Mike Hamilton, ALPA

Jerry Wright, ALPA

John David, Coalition of Airline Pilots Associations, (CAPA)

Randy Dopp, CAPA

Wayne Mann, CAPA

George Paul, National Air Carrier Association, (NACA)

Vannakay Hurnevich, NACA

Randy DeMik, University Aviation Association, (UAA)

Guy Smith, UAA

Jason Blair, National Association of Flight Instructors (NAFI)

Donata Ziedins, ATA

SUPPORT STAFF

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

Dean Griffith, FAA 

Catherine Burnett, FAA

Judith Jameson, FAA

Louis Ebersole, FAA
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report A–2

Kelly Akhund, PAI Consulting

Ryan Gibson, PAI Consulting

Wendy Stanley, PAI Consulting

Davis Chung, PAI Consulting

PRESENTERS

Phil Comstock, Wilson Center for Public Research

Dave Bushy, Hyannis Air Service/Cape Air Airlines

Don Skiados, Leadership Communications and Training 

Chris Brown, Director of Flight Operations, SkyWest Airlines
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report B–1

Appendix B—Attendance Graph

MENTORING, LEADERSHIP AND PROFESSIONAL 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) were

invited but did not attend.

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

Name (first, last) 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 X
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report B–2

Name (first, last) 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 Ebersole 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 X
Flight Crewmember Mentoring, Leadership, 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 Advanced 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 Officer

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 Instructors 

OCC Operations Control Center 
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report C–2

Op Specs Operations specifications 

PBS Preferential Bidding System 

PDSC professional development steering committee 

PTS practical test standards 

RAA Regional Airline Association 

SIDA security identification display area 

UAA University Aviation Association 
Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report D–1

Appendix D—Generational Communications Presentation

OCTOBER 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, president 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 that 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, Generation 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 Comstock 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 pilots 

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 significantly 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 wanted 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 pilots 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 fatigued, 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 

profession 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 discussed the presentations and research 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 mentoring 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 noted 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 personal 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 generation 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 hires 

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. Comstock 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 should know they 

are the face of the company. A representative from UAA recommended making Mr. Skiados‘ 

presentation part of the mentoring training captains receive during upgrade training. 

Mr. Comstock added mentoring needs to be realistic. He stated modern 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 

Mr. Skiados and Mr. Comstock if they thought the ―professional certification‖ 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.
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Flight Crewmember Mentoring, Leadership, and Professional Development Recommendations: MLP ARC Report E–1

Appendix E—Decision-making in Aviation

Mary Niemczyk

Lee Fournet

Arizona State University

Decision-making in Aviation:

Developing a Qualified Workforce

Recent research 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 Internet, and video games, may be affecting the  ̳wiring 

diagram‘ of the adolescent brain. The PFC is responsible for planning, working memory, 

decision-making, and problem solving, among other functions. Some studies have found that the 

impact of these technologies are actually delaying brain development and even stunting 

development impairing reasoning abilities. 

Decision-making in the cockpit 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 

aviation students. An intervention course focusing on decision-making and problem solving 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.
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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.
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Appendix F—Workplace Preferences of Millennials in the 

Aviation Industry
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Appendix G—2010 Pilot Source Study
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