Dr Graham J F Hunt Embry-Riddle Aeronautical University, Asia Aviation Education and Training Summit – 2010 Shanghai, March 3-4
Focus of the presentation Typical model of pre-employment (qualified) aviation training Technical versus professional education and training Two examples: A&P certificate programs Integrated airline pilot 4 year degree program
Continuing professional education
MBAA
Typical Aviation Training Approved Training Organizations Part 141, 142, 147 etc.
SARPS
PANS Training
Curriculum
Part 61 etc Tests & Examinations
Training
Certification Teach to the test
Current training systems Produces specialized practitioners vulnerable to economic cycles
little flexibility in undertaking different work within the organization
Not encouraged / can’t afford to ‘go back to school’ Shortage of workers in boom times, excess employees in bust cycle Need more flexible and professional workforce
Education and Training Needs Despite downturn, long term confidence in AsiaPacific growth China: 400% growth in airliners next 15 years General Aviation aircraft from 372 aircraft to over 2,500 Pilots approximately 11,000 now compared with 625,000
in US Direct employment in GA up to 60,000
Education and Training Needs Chinese airline pilot training Past 10 years– 3,000 new pilots Additional 1,500 pilots from Air Force
Next 10-15 years airlines will need 3,000 new pilots each year to meet
additional new aircraft
Technical versus professional education Technical education – learning which is rich in practical and predictable skills sets, but light in providing the tools to develop new theories or systems forming the basis for new knowledge, skills and different ways of performing.
I n f o r m a t I o n p r o c e ss
Technical Knowledge-Process matrix
Hypothesize/predict ATPL
(solve new problems predict consequences)
Use apply Information
Remember (recall information)
Fact
Concept
Rule
Cognitive Processes
Co n t e n t - K n o w le d g e
Technical performance
Technical versus professional education Professional (aviation) education – interdisciplinary learning which couples the best ideas of advancing engineering technologies with the human sciences, particularly in relation to sociology and psychology, and relates these to the practice of systems management. The overriding counterbalance is safety.
University versus Technical School programs – for example, 2 and 4 year A&P Certificate Programs Differences between 2 year and 4 year (degree) programs
No significant differences in achieving A&P standards, but Non-technical skills not assessed.
In 2 year programs management outcomes not a focus
budgets, writing reports, managing regulatory and safety changes, people management
New Licences – the Multi-crew Pilot Licence (MPL) Perhaps most significant innovation in ICAO’s
Personnel Licensing in 64 years Competency-based training Advanced training methodologies Integrated Threat and Error Management
Competency-based training (components in the MPL)
NonTechnical instructional defined skills specifications
instructional interventions
TEM
Objectives
Countermeasures
Competencies
Education & training
Evidence
Technical
training outcomes
Professional performance
operational criteria
Building a Professional System Examination Licensing Equivalence Purpose: - to enable university aviation programs and regulatory authorities to explore new knowledge, procedures and assessment requirements within professional licences Justification: Meeting a university requirements to ‘teach research-based curriculum’ in professional education New systems and methods of learning to better prepare aviation graduates for employment
Building a Professional System Examination Licensing Equivalence Implementation
An Equivalence Approval will provide a mechanism for the Administrator to recognise the academic record of students as being equivalent to, or exceeding, the technical knowledge and practical skills examination requirements prescribed in the respective licence and rating ...
The university shall establish a schedule of annual audits, acceptable to the Administrator, covering the scope of its operations. Such a schedule shall include, but not be limited to, quality systems audits, academic systems audits and operational base inspections so far as they apply to the training programme and aviation safety
Integrated licensing within ab initio airline pilot’s degree Aviation Management Human Factors Aviation Environment Aerospace technologies Aeropace sciences Integrated ICAO Annex 1
International Aviation Law
Professional systems relationships and compliance monitoring International stakeholders – e.g. ICAO-IATA
University/ tertiary provider
National regulator
Operator
Enhancing professionalism – continuing professional education Pre-employment professional education no longer sufficient for job performance and career advancement Options: maintain existing skill sets (declining career options) expand lateral range of skill sets upgrade technical and non-technical competencies
Implementation strategies? “back to school” technology-based learning
Continuing education deficiencies in competency 45 40 35
30 25 20 15 10 5 0 Business & Management
Applying HF systems
Analyzing data
managing workforce
taining & development
industry perspective
Hunt, 2002
Blended learning “bricks and clicks” ( Ron Bleed) “Putting our students in situations which compel them to read, speak, listen, think deeply and write”
“Trying to maximise the benefits of face-to-face and online methods
advantages of web advantages of classroom
MBA or MBAA? CAAC Administrator Li JiaXiang – emphasis on education and training for civil aviation personnel MBA teaching generalized management skills across many
different types of industries
MBAA Teaching aviation-related competencies
aviation operations research aviation economics, finance and management aviation procurement, logistics and systems management
MBAA – China program Core Courses (6 modules 18 credit hours)
MBAA 511 Operations Research MBAA 514 Strategic Marketing Management in Aviation MBAA 517 Accounting for Decision Making MBAA 518 Managerial Finance MBAA 523 Advanced Aviation Economics MBAA 635 Business Policy and Decision Making
Capstone Courses (2 modules 6 credit hours)
MBAA 522 Business Research Methods MBAA 690 Graduate Management Capstone Project
Elective courses (4 modules 12 credit hours)
MGMT 642 Air Carrier, Passenger, and Cargo Management MGMT 651 Production and Procurement in Aviation and
Aerospace Industries
LGMT 685 Global Logistics and Supply Chain Management MBAA 604 International Management and Aviation Policy MGMT 652 Concepts and Practices of Project Management MGMT 672 Planning and Execution of Strategy MGMT 673 Global Economic Analysis MBAA 699 Special Topics in Business Administration.
For example “An Airline Operations Approach to Airline Engineering”
Conclusions 1. 2.
3.
Training to the standards only meets the minimum requirements Integrating academic and licensing requirements enhances personal opportunities and organizational capabilities One-time education and training not enough – industry (professionally) relevant continuing education which reflects work-based flexibility – ‘just in time” education advanced qualifications enhances professional competencies