Simulator transfer of training (ToT) is a term used to describe to what extent a skill learned in a training device can be applied in the actual aircraft without requiring additional airborne training. Controlled experiments can actually measure ToT as a numerical value. For instance, a ToT of 0.5 means that for every hour spent in a simulation device, one-half hour of training in the aircraft can be eliminated. A positive ToT equates to monetary savings on fuel and instructor hours and wear and tear on the aircraft. The FAA and Part 121 carriers in the US (and most nations) operate on the assumption that the multi-million dollar Class C/D simulators used for pilot training have a ToT of very close to 1.0, meaning no additional technical training is required in the aircraft. This is why the FAA allows a new First Officer to fly a revenue flight as his or her first flight in that aircraft, though under the supervision of an instructor or check airman.
However, studies have shown that training in basic simulation devices (BATDs and AATDs) can also lead to a high transfer of training in both technical and CRM skills. Other studies indicate that motion and/or high-resolution visual displays may not be necessary for high ToT.
This week, you will discuss whether or not full motion, high-fidelity simulators should continue to be required to train airline pilots, as is the current situation. Could simpler/cheaper Flight Training Devices be used instead? Can manual flying procedures such as instrument approaches be effectively taught in BATDs or AATDs? See AC 61-136B – FAA Approval of Aviation Training Devices and Their Use for Training and Experience (PDF)/FAALinks to an external site.
What about CRM? Can CRM skills be taught, practiced, and evaluated in a simulator that does not have full motion or high-res visuals? Does the specific skill being taught affect the outcome?
Support your position with more than just opinion or stating, “Motion makes a sim more like the aircraft, so it must be better.” Research the topic and reference peer-reviewed sources in your discussion. Hunt Library is an excellent place to search.
It is required that you post your initial response by the fourth day of the module week so that your classmates have time to read and respond. In addition to your post, you will read and reply to the posts of at least two of your classmates’ responses with constructive commentary. Your response to your classmates should be thought-provoking and continue the conversation. Critique (respectfully) their methodology for avoiding or overcoming communication errors. Please keep all discussions positive and respectful!
reply too 2 of my classmates
1. junior
When it comes to cost efficiency, the use of high-fidelity simulators can be beneficial. AAG Corporate Affairs (2023) points out that compared to an aircraft, basic aviation training devices (BATD) or advanced aviation training devices (AATD) can offer significant savings. With no fuel cost, no aircraft wear and tear, and cheaper maintenance costs, these devices can be a cost-effective solution for practicing maneuvers that may require numerous attempts to master. Moreover, they provide a platform for experienced pilots to familiarize themselves with new cockpit equipment or software at a fraction of the cost.
Training in BATDs or AATDs is helpful but unreliable for improving technical or crew resource management (CRM) skills. In a simulator that does not have full motion or high-res visuals, pilots can practice their communication skills and familiarize themselves with the equipment while actively receiving feedback from their instructors (SKYbrary, n.d.). Enhancing communication leads to better teamwork, and understanding the equipment and surroundings improves one’s situation awareness and, thus, decision-making (Southern Wings, 2022). Furthermore, these improvements in decision-making can help in emergency situations. For example, the study conducted by Landman et al. (2018) involved two groups of pilots practicing different problem-solving methods. The results found that the group trained in unpredictable and variable training methods could transfer their training to simulated unexpected scenarios. Although these studies and scenarios were conducted in a simulator, it is essential to note that the unpredictable and variable training method can be used to enhance CRM skills in the real world.
Still, it’s important to remember that while simulators are beneficial, they should not be the sole tool for improving technical or CRM skills. Aircraft failures in a simulator can be triggered at any point and may not carry the same stress as failures in the real world. Bowlin (2022) highlights that some aircraft faults can go undetected for some time before the failure worsens – such as oil pressure failure. Additionally, a simulator cannot help when dealing with ways to avoid those failures. This underscores the need for real-world training and experience, which may explain why time in a BATD or AATD can only account for a certain percentage of flight time used to fulfill requirements (Code of Federal Regulations, 2024).
References:
AAG Corporate Affairs. (2023). How flight simulators are reducing training costs. https://aag.aero/how-flight-simulators-are-reducing-training-costs/Links to an external site.
Bowlin, F. (2022). Sim inadequacy. https://www.ifr-magazine.com/remarks/sim-inadequacy/Links to an external site.
Code of Federal Regulations. (2024). Title 14: Part 141 – Pilot school (Docket No. 25910, 62 FR 16347). National Archives and Records Administration. https://www.ecfr.gov/current/title-14/chapter-I/subchapter-H/part-141Links to an external site.
SKYbrary. (n.d.). CRM skills training (OGHFA BN). https://skybrary.aero/articles/crm-skills-training-oghfa-bnLinks to an external site.
Southern Wings. (2022). The importance of situational awareness in aviation. https://www.southernwings.co.nz/the-importance-of-situational-awareness-in-aviation/Links to an external site.
Landman, A., Van Oorschot, P., Van Paassen, M., Groen, E., Bronkhorst, A., & Mulder, M. (2018). Training Pilots for Unexpected Events: A Simulator Study on the Advantage of Unpredictable and Variable Scenarios. Human Factors, 60(6), 793–805. https://doi.org/10.1177/0018720818779928
2. Robert minnix
This week, we were asked to discuss whether or not full motion, high-fidelity simulators should continue to be required to train airline pilots, as is the current situation. Could simpler/cheaper Flight Training Devices be used instead? Can manual flying procedures such as instrument approaches be effectively taught in (basic simulation devices)BATDs or AATDs? What about CRM? Can CRM skills be taught, practiced, and evaluated in a simulator that does not have full motion or high-res visuals? Does the specific skill being taught affect the outcome?
Could simpler/cheaper Flight Training Devices be used instead?
Easy VFR and IFR operations, CRM, and system familiarization are all made possible by modern tools like AATD and BATD. These gadgets can perform all tasks independently of our bodies’ ability to perceive motion. Compared to class C and D simulators, simpler ones are less expensive. Part 121 training is more involved than BPL training, but full flight simulators are better after the first training because they teach all the technical and other skills. Some procedures and maneuvers are more comfortable with movement capabilities and Full fight Simulation (FFS) reality.
Can manual flying procedures such as instrument approaches be effectively taught in (basic simulation devices)BATDs or AATDs?
The Federal Aviation Administration (FAA) states that instrument flying, traffic patterns, stabilized approaches, emergency procedures, and other topics can be taught by flight instructors using ATDs. Improved aircraft operations can be achieved with these procedural and operational skills (AC 61-136B – FAA Safety, 2018).
Tools like this can be helpful for training if you want to enhance your instrument procedures, hand-flight abilities, automation usage/management, and company policies. Pilots can’t learn to spot visual and spatial disorientation using these gadgets because they lack traditional motion cues that make things more realistic and aid or hinder cognitive processes. Another issue is that the AATD/BATD may have trouble transferring their knowledge to the plane because of the static environment (U.S. Department of Transportation et al., 2018).
What about CRM? Can CRM skills be taught, practiced, and evaluated in a simulator that does not have full motion or high-res visuals?
A CRM simulator can be used for teaching, practicing, and evaluating CRM. While integrating hardware, software, and human-ware interfaces, CRM teaches non-technical skills.
Even though CRM can be taught in a classroom, crewmembers can practice and get feedback in an interactive CBT or simulator environment (CRM Skills Training (OGHFA BN), 2022).
The six main topics are communication and interpersonal skills, situational awareness, problem-solving, decision-making and judgment, leadership and followership, stress management, critique, and self-criticism (CRM Skills Training (OGHFA BN), 2022).
References
AC 61-136B – FAA Safety, (2018). (n.d.). https://www.faasafety.gov/files/events/NM/NM01/2019/NM0195874/AC61-136B_Aviation_Training_Devices.pdf
CRM Skills Training (OGHFA BN). (2022, June 19). SKYbrary Aviation Safety. https://skybrary.aero/articles/crm-skills-training-oghfa-bn
Kanki, B. G., Anca, J., & Chidester, T. R. (Eds.). (2019). Crew resource management.
U.S. Department of Transportation, Federal Aviation Administration, & AFS-800. (2018). Advisory Circular: FAA approval of aviation training devices and their use for training and experience. In Advisory Circular (Report No. 61-136B). https://www.faa.gov/documentLibrary/media/Advisory_Circular/AC_61-136B.pdf
