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August 2010
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EDITOR’S
NOTEBOOK
BY JOY FINNEGAN
jfinnegan@accessintel.com
Room for Improvement
W
hen I began taking lessons,
I was assigned to fly with a
part-time instructor who
worked a full-time day job
and gave lessons on the weekend.
He was a good instructor but some-
times, the fates worked against us. The
weather would cause us to cancel a
flight, his vacation or work schedule
would delay another, my high school
extracurricular schedule got in the way.
I was motivated and wanted to have a
career as a pilot and therefore wanted
to get my private license as quickly as
possible. But as the weeks turned into
months and weekend after weekend
passed with no flight lesson, I thought,
there must be a better way.
I talked to my instructor about my
frustrations and he mentioned Embry-
Riddle Aeronautical University. As I
told you, I ended up going to school
there and the environment was steeped
in the culture of producing professional
pilots. Rules were strict, the instructors
were focused and it seemed everything
we did revolved around taking the
training we were receiving to the next
logical step, a career as a professional
pilot. I progressed much more quickly
than I had at the local FBO. Another
differentiator was the focus on safety
and emergency procedures at ERAU.
From the very first flight, I was asked
to think about what I would do if the
oil pressure began to drop, if there was
a fire in the cockpit, if the engine quit,
if the weather got bad. This mindset
was so different from the local FBO
I started at, where many people took
flight lessons for fun and instructors
didn’t want to scare away students by
practicing things like stall recognition
and recovery too early in the game.
Later, I became an instructor at
ERAU. One summer I was part of a
cooperative program between the
Air Force and the university. It was
a screening program for young pilot
candidates for the U.S. Air Force Acad-
emy. A group of ER AU instructors
went through a training program that
detailed many aspects of what the Air
Force was looking for in their pilot can-
didates. There were Air Force instruc-
tors who set up shop at the university
and gave the candidates ground school.
Our part was to do the actual flight
training. This course was for people
that had little or no prior flight training.
The course was very strict—more
so than ERAU’s initial flight training.
I remember thinking, “How could
anyone get through this?” Not only
did they attend ground school, they
f lew and studied and did physical
training as well. Secretly, all the civilian
flight instructors snickered a bit at the
requirement for these young dream-
struck pilot wanna-bes to wear a full
Nomex flight suit, including gloves, in
the wretched Florida heat and humid-
ity. It wasn’t enough that these hopeful
young men and women were being
pushed to their intellectual and physi-
cal limits daily, they also had to be mis-
erably uncomfortable while doing it.
The Air Force instructors gave us
very specific rules the candidates had to
follow. For instance, we were allowed to
demonstrate a maneuver as many times
as the candidate requested we do it,
however, once they said they were ready
to demonstrate it themselves, they were
required to do it within very limited
standards. In other words, when per-
forming a stall recovery only a certain
amount of altitude could be lost.
The key phrase was, “Do you under-
stand?” If the candidate answered, “Yes,
I understand,” they were required to do
it perfectly. Every failed maneuver was
one step further away from their dream
and one step closer to being purged
from the pilot candidate pool. In some
respects, it was heart-wrenching to
watch them make mistakes. Some
cocky candidates would answer imme-
diately, after the first demonstration of
a maneuver, “Yes, I understand,” then
struggled to complete the maneuver
for the first time themselves. Other
candidates would ask for the demo to
be done over and over and over. They
were so nervous they couldn’t process
the steps after repeated demos. Some-
where in between were some ver y
level-headed, quick-learning people
who studied the procedures hard when
out of the cockpit and learned quickly
by watching our every move several
times before saying, “I understand.”
I saw quickly how the program was
working. Students were being weeded
out left and right. They got airsick, they
were too nervous, they couldn’t memo-
rize the procedure, they couldn’t make
their theoretical understanding of the
procedure mesh with the physical act
of flying the aircraft.
It was a privilege to be involved
with that program and I learned a lot.
Having never been in the military, I
came away with a deep respect for the
military way of training and those who
survive it, even though I knew what
I experienced was only a tiny micro-
cosm of the real thing.
As we look to producing helicopter
pilots of the future, as well as improving
the safety record of helicopter opera-
tions, I want to implore those who train
at independent training facilities to
take a hard look at the level and focus
of safety in your operation. Train-
ing should be hard, challenging and
focused on professionalism and safety
from the first moment a potential stu-
dent steps through the door. I’ve seen
independent helicopter training opera-
tions since coming on board here and
know that most are doing outstanding
work. But there is always room for
improvement.
4
ROTOR & WING MAGAZINE | AUGUST 2010
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