Pilot Training: Finish What You Started

Other than the military (which today graduates a miniscule number of pilots), all avenues in aviation begin with the humble student pilot. As a result, our general aviation flight-training system is the most critical component in the aviation engine; one which isn't performing correctly. Without more student pilots to feed into the industry, it could all come to a grinding halt. With student pilot starts also at an historic low, the situation appears dire, and there's collective hand-wringing throughout aviation.

The reports reveal other issues plaguing general aviation, such as the fact that general aviation's safety record is getting worse instead of better, creeping up 10% in the decade of 1999-2009, and showing that 75%-90% of GA accidents are still caused directly by pilot error. But the loudest wake-up call is the state of dissatisfaction with flight training and the number of students who give up.

It's hard to believe---but true---that the flight-training system we use today is derived from the original Civilian Pilot Training Program (CPTP), developed in 1939 to quickly amass a reservoir of pilots ready for the looming prospect of World War II. The CPTP was never designed to train general aviation pilots in using their personal aircraft for business and pleasure within our complex national airspace. Despite a few small changes, our training system today still operates within the maneuvers-based, instructor-centric confines of the old CPTP.

It becomes obvious that change is needed. SAFE has created a symposium addressing this very topic, and AOPA has launched their Student Retention Initiative. Both offer realistic proposals for training reform and improving the student's experience, though none are the "magic bullet" the industry is looking for. It seems the primary goal is starting at the beginning and increasing the number of student pilots who complete their training.

We decided to engage experienced flight instructors from around the nation to offer their own suggestions for turning that trend around. Rather than slinging mud only at instructors as the primary conduits to a positive student experience (because they're an easy target), we decided to listen to what they have to say about helping students finish what they started.

Fixing the high cost of flight training is one of the first things on every instructor's list. "If I could reliably point someone to good financing, it would definitely increase the number of students who finish," says Chief CFI Curt Langenhorst of Chandler Aviation in Arizona.

All the instructors I spoke with discussed bringing down the cost of flight training. Some pointed to the various programs offered to high-school-aged students across the nation, where students are enrolled in flight training at no cost to them, with the burden absorbed by contributions or corporate sponsorships. Many of our instructors suggested adapting such programs to serve adult flight students and using nontypical funding sources, like sponsorships or contracts from aviation-centric companies. Others are optimistic that financing sources will reappear as the economy improves.

Michael Church knows a thing or two about flight instruction. He owns and has been running Sunrise Aviation in Orange County, Calif., for over three decades. Famous for their aerobatic training, Sunrise also teaches primary students. "The single most effective truth in flight training is that it only works if the student loves it," explains Church. "Students quit when the reward ceases to match their efforts." Church advocates always using a senior instructor as a resource if things don't go well with the primary instructor. "The first time the student doesn't leave the lesson happy, they should report that, and it should be fixed," he says. Church and others agree that student goals and CFI goals seldom match. The instructor has to offer the correct amount of praise and criticism, and balance it all with the "fun factor." They have to be critical and repeat things so the student will absorb them properly. "But they also have to make sure the students feel good about themselves," adds Church. "That's the art of flight instructing."

Curt Langenhorst is the Chief Flight Instructor for Chandler Air Service in Chandler, Ariz. They're renowned for their tailwheel training and aerobatics, and offer all facets of flight training. "Part of the reason we have more students finish when compared to the average is because we offer something unique," explains Langenhorst. "We serve a certain segment of the market that is interested in aerobatic training or tailwheels or our Great Lakes biplanes." He says offering something unique helps retain students.

Specialty training such as tailwheels can offer a break to a student who might be reaching a training plateau and needs to be reminded of the fun of flying. Such training can reengage a student and reignite their enthusiasm. One thing all our instructors agree with is that flight instruction isn't an easy undertaking. By offering even a few hours of something different, it can help keep a student who might otherwise "burn out."

Larry Camden is based in Denver, Colo., and has been training flight students for some 50 years. He was the FAA's Flight Instructor of the Year in 2009, and retired as a Continental Airlines 777 captain. "I don't have any new answers, but the finances and instructor are key things," says Camden. His flight school enjoys a 75% completion rate or better, which he attributes to good instructors. "I have gray-haired instructors," laughs Camden, "but that experience is hard to beat." He says he sees students who became frustrated with instructors who weren't available and wouldn't commit to their training. "The expense involved in flight training is high," explains Camden, "And the instructor should commit fully to the student."

John Abraham originally wanted to be an airline pilot. Instead, he fell in love with instructing. "My whole family is teachers," he laughs. Abraham got together with a group of fellow pilots who enjoy instructing and created a loose company of freelance CFIs based in Tampa, Fla. "The problem is most CFIs want to build time and get out," explains Abraham. "But to make flight training better and keep students, the instructor has to be dedicated to their students." He adds that too many students quit because they're shuffled around at the flight school and deal with CFIs who aren't punctual and just don't seem to care. "Find an instructor who wants to be a teacher first," is Abraham's advice. "That CFI will be there for the student when the student needs them."

John Abraham originally wanted to be an airline pilot. Instead, he fell in love with instructing. "My whole family is teachers," he laughs. Abraham got together with a group of fellow pilots who enjoy instructing and created a loose company of freelance CFIs based in Tampa, Fla. "The problem is most CFIs want to build time and get out," explains Abraham. "But to make flight training better and keep students, the instructor has to be dedicated to their students." He adds that too many students quit because they're shuffled around at the flight school and deal with CFIs who aren't punctual and just don't seem to care. "Find an instructor who wants to be a teacher first," is Abraham's advice. "That CFI will be there for the student when the student needs them."

CFI Mathew Glasser suggests that setting the proper expectation up front can help students finish their training when the going gets rough. Glasser flies for NetJets but loves instructing "for fun and to give back." He's been involved in aviation for 20 years, and instructs out of Atlanta, Ga. "People have the perception that flying is easy, says Glasser. "They figure they can drive a boat or a car so it'll be simple to learn how to fly. But they need to realistically know what to expect." Glasser suggests instructors emphasize that the student needs to set aside time and money to accomplish the goal, and what that goal will entail. "Students need to also push themselves," adds Glasser.

"The instructor's job is to keep the student involved and active," he says. "And the instructor should make the student understand what they need to do to make it happen. Glasser and others suggest added endorsements and training to spice up the more mundane flight-training modules. "Something as seemingly small as doing a seaplane rating can make the difference in them getting hired later on," explains Glasser. "But the main thing is they really have to love aviation and want it!"

Las Vegas pilots probably recognize Kathleen Snaper. She's based in Nevada, and has been instructing since 1977. Snaper instructs because she loves it, and she has no aspirations of working for an airline or corporate flight department. Snaper says focusing on stick-and-rudder skills would help students. "I sometimes get students who have had five or six or more instructors," says Snaper, "And the bad habits they have take a lot of time to get rid of." The key to this, suggests Snaper, is the instructor. "Experience is invaluable, and you should find instructors who want to teach and are not time builders. My students know I won't be leaving, and that does make a difference."

Both the SAFE and AOPA reports are optimistic, and offer ideas for improving the number of flight-training student completions. The reports were the result of focused discussions, live interchange and thoughtful collaboration from individuals in the aviation industry. Their proposed reforms are an interesting look into what could be the future of flight training.

In addition to the proposed reforms, the AOPA study and SAFE symposium revealed some interesting facts about today's flight students. First, they establish that recreational goals are the number-one driving factor behind learning to fly. They also show that the vast majority of students learn outside the Part 141 environment. Students come to the flight-training process through referrals, and place a premium on personal interaction with the aviation community. Finally, the reports show that the flight instructor's performance and personality are key factors in the whole process.

The industry will continue to invite suggestions from the aviation community. The goal to prevent students from quitting is both noble and difficult, and presents general aviation with one of the greatest challenges it has faced in recent decades. Both the SAFE and AOPA reports are available for download from www.pilottrainingreform.org/documents/Symposium_Prelim_Report_06Jun2011.pdf and www.aopa.org/ftinitiative respectively.