Pastor_Next Generation Pilot Training-1

Next Generation Pilot Training
Next Generation
Ab-Initio Pilot Training
Global Performance
Pilot Training Program
David Pastor
(first published in 2015 for ERAU’s Master of Science in Aeronautics)
ProfSvcs@hotmail.com

ExecutiveSummary
Over the last few decades the airline industry has warned in
repeated occasions of an unprecedented demand for pilots that
airlines and training organizations would not be able to meet.
Year after year this training crisis has not materialized. Economic
crisis, terrorism, rising fuel prices, airline mergers and increased
retirement ages have all contributed to slow down the industry’s
expansion and hiring requirements.
But current market conditions specially in emergent markets
have resulted in the onset of this anticipated crisis. The high
demand of pilots coincides with the transition to highly
automated aircraft requiring a different set of skills.
A renovated vision is vital to meet the training challenge. Next
Generation Pilot is the airline pilot training and educational
vision of Global Performance Inc. 2
V1.0 March 2015 Next Generation Pilot DPastor

Proposaldescriptionandsampledesign.
Executive Summary 2
Problem Statement 4 to 10
Training Reform Needed in the Face of Failure 11 to 13
Program Concept 14
Instructional Design Procedure ADDIE (example) 15 & 16
• a) Analysis 17 to 23
• b) Design 24 to 36
• c) Development 37 to 42
• d) Implementation 43
• e) Evaluation 44
Operational Frame 45
Underlying Philosophy (Educate and Train for Next Gen Ops) 47
Education Processes 50 to 57
Final thoughts and Conclusion 58 - 59
References 60
3
click to go to slide

Airlinepilotdemandsurpassestrainingoutput!
“Asian airlines are running out of
trained pilots!” (1)
Such is the headline of the opinion article in Japan Times
Thursday March 12, 2015.
• “Boeing estimated that, between 2014 and 2033, the
Asia-Pacific region will need 216,000 new pilots.” (2)
• “A 2011 ICAO study says that the region is only capable
of training 5,000 per year.” (ICAO study, 2011) (3) 4

Traininghundredsofthousandsofpilotsnow
• As airlines start to cancel flights (4 5) and delay expansion
programs due to not meeting staffing needs it becomes clear
that a new training effort must be undertaken by the airline
industry.
• But what kind of pilots is the industry going to train to replace
highly experienced captains and copilots?
5

WorryingAccidentTrend
6

LossofControl
7
• AF447 (2009)
• ColganAir (2009)
• Asiana (2013)
• Lion Air (2013)
• Air Asia (3 months ago)
• TransAsia (6 weeks ago)

Pilot’sflyingskillsoutoftouch?
• Loss of control in-flight (LOC-I) has become over the last decade the
main type of fatal accident for airliners.
• LOC accidents have made obvious that pilots are not any longer in
touch with the new realities associated with operating modern
airliners. They often are not able to successfully deal with situations
that even resulted from their own faulty control inputs.
• The list of the accidents depicted while not all inclusive is
representative of the malady the industry faces.
A- 330 excessive pitch up command (stall)
Dash 8 wrong and continued pitch up command (stall)
B-737 inadequate standards low skills / ADM level (sink)
B-777 selection of wrong mode (sink)
A-320 excessive pitch up command (stall)
ATR selection of wrong engine and excessive pitch up (stall)
8

Areairlinersoutofcontrol?
“In five years, over 50 commercial airplanes
crashed in loss-of-control accidents. What’s
going on?”
• This is the headline of the Macleans Aviation magazine article
that examines the new accident trend in commercial aviation.
• The article mentions a Boeing 2010 study finding “20 different
loss-of-control accidents responsible for nearly 1,850 deaths
between 2000 and 2009, nearly double the number of
fatalities of the next biggest category.” (6) 9

FlightGlobal(lastweek)
• “In about four to five years we will see
airlines unable to recruit air crew trained
suitably for today's technology.”
• “The result will be yet more airline disasters
caused by crew failures to manage their
aircraft when confronted with relatively
minor technical malfunctions or routine
meteorological challenges.” (Peter Moxham,
chairman of the International Professional Pilot Training
Group (IPPTG) ) (7) 10

HudsonRiver
• Not only bad news.
• US Airways highly qualified crew
used their high experience and cognitive and psychomotor
skills with great exercise of aviation decision making (ADM) to
successfully negotiate a novel situation (dual engine failure).
• Their mastery-level performance is no coincidence.
• Military-grade training, long operational experience and sound
ADM positioned the crew in the best position to act. “For 42
years, I’ve been making small, regular deposits in this
bank of experience, education and training. And on
January 15th, the balance was sufficient so that I could
make a very large withdrawal.” Captain Sully (8 , 9)
• We can model Captain Sullenberger’s training !
11

Causeandeffect
• Do you see a connection between training and safety?
• Airlines and regulators do
• That’s why since the 90’s they have been trying to change the
face of pilot training.
• ICAO, Airbus, European Cockpit Association, International
Professional Pilot Training Group, ... etc, all have been calling
out for the use of modern learning theory, modifying training
programs to train for the job, and use of modern tools such as
simulation.
12

Inagreement
• Everybody seems to be in agreement that a change in training
methods is long overdue.
• Different approaches to address the problem are already on
the way. From that FAA increasing experience requirements,
to ICAO creating a new Multicrew Pilot License (MPL) with
reduced experience requirements.
• One thing is clear, newly designed enhanced training is in the
minds of all stake holders as they are gearing up to prepare
with exponentially increased staffing demands over the next
decades.
13

Ouranswer
At Global Performance’s Pilot Training Department we can
take on the current challenge by;
• Employing modern learning theories such as those by Knowles,
Gagné and Bloom.
• Training for the job, not just to comply regulatory requirements
• Using existing and renewed tools to make training relevant,
concise and effective.
• Ensuring a proper design modeled in the recognized EDDIE
system (US Air Force system).
• Implement and carry out the program within an adequate
organizational context with due weight given to support,
administration, and management. Not all the load should rest
on the delivery component. 14

Sound designmodel
• Current “legacy” training programs in place stablished decades
ago (text books and media presentations used in currently in
the pilot training department are over a decade old)
• They are still in place because they are the norm in a highly
regulated industry very resistant to change.
• Our new program will be designed using industry stablished
instructional design models and up-to-date materials.
• The design process follows a closed loop “ADDIE” model with
feedback (evaluation) as a central component.
15

ADDIEmodel
16
A
D
D
I
E
Analysis
Design
Development
Implementation
Evaluation

Analysis
• In this phase we carry out a study of the existing model
(educational and instructional) and associated strategies and
the level at which they meet the required mission objectives.
• The terminal objectives for the A-320 MPL program (theory)
must in essence provide students with the skills, knowledge and
attitude (S.K.A.) necessary to acquire the operational readiness
adequate to effectively transition to advanced theory and flight
phases.
• For this transition between theory and ground to be efficient
cadets need to;
• develop exercise high order cognitive skills,
• exercise psychomotor skills early-on as related to theory
lessons,
• build attitudes consistent with sound airmanship,
professionalism and becoming independent learners 17

Analysis(Objectives,ie.communications,1)
• A quick look at one of the 14 “legacy” ATPL subjects,
communications, reveals a clear disconnect between learning
objectives (LOs) and the terminal goal of producing operational
readiness.
• Reproduced below are LOs in use in the current “legacy”
program.
• JAA LO 090 Lesson 1: Introduction to Communications Definitions/Abbreviations
• 091 01 00 00 DEFINITIONS
• · 091 01 01 00 Meanings and significance of associated terms
• o Stations
• o Communication methods
• · 091 01 02 00 Air Traffic Services abbreviations
• o Define commonly used Air Traffic Control abbreviations:
• Flight conditions
• Airspace
• Services
• Time
• Miscellaneous
18

Analysis(Objectives,ie.communications,2)
19
• Learning objectives (from enabling to terminal) should
facilitate reaching the designed goal.
• In this case the goal is to produce operational readiness in the
use of communications.
• An appropriately designed course will require a modification
of learning objectives.
• Learning objectives should assure the lessons teach the
required, knowledge, train for psychomotor skills and
facilitate adequate attitudes (safety and performance)
towards communication procedures. Current LOs exclusively
address cognitive domain.
• Additionally objectives should be properly sequenced during
the communications module.

Analysis(Delivery,examplecommunications)
20
• Current delivery of communications subject is performed
exclusively in the classroom using a lecture mode with the
support of slides and quizzing to learners.
• The current program allocates 24 instructional periods of 50
minutes for training and assessment.
• Not a single lesson has been allocated for actual practice of
communications for either setting up radio equipment or for
listening or transmitting.

Analysis(Materials,examplecommunications)
21
• Material currently in use teaching communications is
restricted to:
• Oxford JAA ATPL manuals
• Computer Aid Instruction program (CAI)
• Oxford manuals were produced a decade ago at the inception
of the Joint Aviation Authority unified system in Europe.
• The CAI, also produced a decade ago has not been updated
since 2006. It’s basically a set of slides without sound and little
motion and flexibility of use in the classroom. In the best case
CAI duplicates the textbook information, in the worst it
contradicts it.
• Oxford materials are outdated, contain wrong information,
don’t contribute to learning flow and cost in excess of $1,000
per student.

Analysis(Assessment,examplecommunications)
22
• Current assessment methods for communications (and the
rest of subjects) is performed exclusively using multiple choice
examinations.
• The current program does not teach higher levels of cognition,
or actual practice. The program accordingly does not assess
learning on those domains.
• The new program will assess operational level knowledge
(application) of communications.
• This can be accomplished in the avionics laboratory, in the
Frasca simulator or other simulators available. Also
operational practice and assessment can be performed in the
ATC simulator or via CBT.

Analysis(Assessment,examplecommunications)
23
• Current assessment methods for communications (and the
rest of subjects) is performed exclusively using multiple choice
examinations.
• The current program does not teach higher levels of cognition,
or actual practice. The program accordingly does not assess
learning on those domains.
• The new program will assess operational level knowledge
(application) of communications.
• This can be accomplished in the avionics laboratory, in the
Frasca simulator or other simulators available. Also
operational practice and assessment can be performed in the
ATC simulator or via CBT.

Design, k
24
• In this phase modern instructional methods, up-to-date media
and adequate learning objectives are integrated into a
cohesive educational and instructional plan.
• Assessment and testing of program and instruction
effectiveness are also a vital component part of the design
phase.
• Implementation procedures are also produced in this phase.

Design(Objectives,examplecommunications)
25
• Choosing an adequate set of learning objectives is the
foundational step to facilitate a cohesive instructional plan.
• Learning objectives would be designed following an end-to-
the-means approach. Therefore the process starts with the
goals of fully achieving the terminal objectives.
• LOs will relate to all learning domains (S.K.A.) and not
exclusively to the knowledge (cognitive) domain.
• LOs will be integrated horizontally and vertically.
Horizontally within and across subjects to facilitate the
“whole-part-whole” method of instruction.
Vertically considering the role of communications within
the program and its relationship with other subjects and
flight operation. (Ie. Air Law, Human Performance)

Design (Integrationasamandate)
26
• Curriculum integration is not just a nice feature of high
performance training programs, it is a vital necessity.
• Education is an important part of “Next Generation Pilot
Training. Therefore Education and training will be integrated in
the program.
• Facilitating learning requires the use of appropriate learning
teaching processes such as;
• - teaching from simple to complex (building block)
• - the whole-part-whole
• - using enabling objectives and subskills to form skills
• - working from low levels of learning to high order task learning
• - facilitating transfer of learning across all domains

Design (Integrationasamandate)
27
• It could be said that Curriculum Integration is well worth its
investment but actually integration is FREE!
• It does not cost the program extra time since integrating at
some levels saves time and improves learning output.
• Integration is one of the concepts that fulfills the dual promise
of Instructional System Design addressing both;
• - efficiency
• - and cost

Design(Objectives,examplecomms.integration)
28
• Vertical integration considers the order in which instruction
and educational activities form part of the program.
3rd week
Air Law (airport environment) Communications (general proced.)
Basic Pre-requisite knowledge (2nd week)
Int. Std. Atmosphere (ISA) Human Factors (SHELL)
Next Generation Pilot Education / Training Events
Induction (Campus life) Learn to Learn (10hr course)1st week

Design(Objectives,communicationsLesson1)
29
• This is an example of learning objectives and its sequence in
the plan of instruction for communications lessons one to five.
• JAA LO 090 Lesson 1: Introduction to Communications
• Objectives
• • Introduce the subject of communications to cadets,
pointing out to the relevance of communication in the safe
and effective conduct of flight operations.
• This new enabling objective pertains to affective domain and
facilitates goal of building airmanship attitudes.
• This objective is also in line with Gagne’s 9 events of
instruction contributing to motivate learner.
• Objective also builds on simple to complex and whole-part-
whole methods of instruction.

Design(Objectives,communicationsLesson2)
30
• JAA LO 090 Lesson 2: Introduction to Communications
• • 040 03 04 04 Communication - Objectives
• Explain the function of 'information'
• ‘Define’ the term 'communication'
• List the most basic components of interpersonal communication
• Explain the advantages of two-way communication as opposed
to one-way communication
• State the attributes and possible problems of using
'professional' language
• Name and explain major obstacles to effective communication
• Give examples of aircraft accidents arising from poor
communications

Design(Objectives:verticalandhorizontal
integration)
31
• Lesson two objectives are actually part of JAA 040 subject
Human Performance and Limitations covered in Chapter 13 of
Oxford HPL manual. These foundational components (enabling
objectives) are best introduced within the subject of
communications.
• Before we attempt to deal with terminology and definitions
related to communications we must stablish the components
and rules of verbal communication.
• Moving these objectives from HPL to Communications is an
example of horizontal integration.

Design(Objectives:acrossdomainsandlevels)
32
• So far we have introduced enabling objectives that help
motivate cadets, appeal to the affective domain of learning by
bringing relevance to the subject.
• Also we have moved cognitive domain objectives from one
subject to another. They are enabling objectives that facilitate
the development of instruction from simple to complex and as
per the whole-part-whole model of instruction.
• Now we can introduce higher level learning objectives into the
design.

Design(Objectives:applicationlevel
/affectiveandpsychomotordomains)
33
• JAA LO 090 Lesson 3: Communications Operational Practice
• Objectives
• • Cadet, will demonstrate a initial call to ground control,
following lesson two “4 basic components of radio
communication call.” The cadet will use Doha airfield chart
to locate the correct radio frequencies and station call signs
to be used.
• This is the first step to allow students to achieve and exercise
higher levels of Bloom’s learning domain taxonomy.
• Now we can build in lesson 3 to move up to a practice lesson.

Design(Objectives:cognitivedomainobjective
relocatedasenablingobjectivefornextpracticelesson)
34
• JAA LO 090 Lesson 4: Communications Operations
• Objectives
• • 091 02 04 00 Transmission technique
• o Explain the techniques used for making good R/T
transmissions
• This foundational objective is currently found very late on the
program. It is on lesson 6 after about ¼ of the lessons on
communications have been delivered.
• This lesson explains the components and use of radio
equipment in the cockpit. It is supported by chapter 2 Oxford
manual and CAI slides. It once again teaches at the cognitive
domain level.

Design(Objectives:applicationlevel,affective
/psychomotordomain/whole-part-whole)
35
• JAA LO 090 Lesson 5: Communications Operational Practice
• • 091 02 04 00 Transmission technique - Objectives
• o Student will demonstrate the techniques used for making
good R/T transmissions
• Using the Frasca 242 simulator and with instructor assistance
cadets will individually select and operate radio equipment
as instructed.
• Student actions will include select and dial radio frequencies,
set and verify correct setting of radio master panel and
proper volume. Actions will include correct adjustment and
operation of headset and push-to-talk switches.
• Student will troubleshoot and correct errors resulting in loss
of communications.

Design:ReachingtheApplicationLevel
36
• Lesson 5 as an operational practice is a clear break from current
methodology that focuses on cognitive domain training.
• An operational practice this early in the program constitutes a
smart use of resources (the simulator has sat idle for years)
• The lesson develops psychomotor skills and its successful
completion requires an operational assessment by instructor.
Learning performance occurs well above the traditional rote
level learning and typical multiple choice evaluation.
• Lesson 5 is supported by modern adult learning theories as
provides hands on practice (learner centered) and results on
enhanced retention of learning.
• Using the simulator brings “the whole” into the instructional
picture and makes theoretical training relevant motivating
cadets.

Development:
37
• In this third ISD phase actual instructional materials
are created.
• Though development often can be considered the “fun part” of
the instructional design process, it is important to keep the end
in sight and don’t get lost on flashy media and modern
technology delivery platforms.
• Special attention must be paid to student centered instructional
materials as learner involvement is paramount to learning.
• The use of “lab” practices, field trips and operational practice in
simulators will be introduced at different stages in the module.
• As this is an advanced stage of the ISD process try-outs are
adequate within this step.

Development:(Materialsie.communications)
38
• In this third ISD phase actual instructional materials
are created.
• A redesign of instructional materials is required in order to
produce and deliver a seamless learning experience.
• The Next Generation training program is up-to-date, student
centered, and build upon proven adult learning theories.
• Materials will include.
- Student handouts
- Updated manuals
- Updated media presentations
- Simulation practice equipment
- New assessment instruments

39
• Example of new materials.
• Student handouts
- Course syllabus handed over 2 weeks before the start of
instruction.
- Student workbook to practice communications.
- Training aircraft manual excerpts covering communication
equipment.
- High quality cockpit photo for training aircraft and A-320
• Updated manuals
- Transition from Oxford manuals to in-house textbook
following course learning objectives and new flow. This
manual integrates across old subjects (new core subjects)

40
• Example of new materials (continuation).
• Updated media presentations
- Videos relevant to the different chapters will be used
when possible.
- Videos will include accidents to be used as case studies.
- Computer Based Training can be incorporated as needed.
• Simulated practice equipment
- Frasca 242 simulator will be used for lessons and
assessment as per lesson plans
- Further introduction of communication practice will be
integrated with Air Traffic Control training department and
the avionics lab part of the engineer training department.

41
• Example of new materials (continuation).
• New assessment instruments
• As the Next Generation training program educates and trains
aiming at the highest feasible levels of learning, assessment will
be performed accordingly.
- Multiple choice examinations (MCE) will be kept in place
but they will be supplemented by “write-in the answer”
and essay type questions.
- Practical assessments will be performed using the highest
possible level of simulation (radio panel in avionics lab or
Frasca 242 simulator.)

Development:(assessmentie.communications)
42
• As part of the development phase and considering all of the
resources devoted to the course redesign at this point it is vital
to conduct a full try-out evaluation of the program.
• As part of the try-out assessment formative, summative and
operational evaluations will be consecutively performed.
• Special consideration will be given to include the sponsor airline
representatives as part of a exterior evaluation.
• Input will be placed in comparing existing program inputs and
outputs against those of the Next Generation training program.
• A full operational evaluation will also examine the supporting ,
administration and management mechanisms of the program.

Implementation
43
• Implementation is a stage where it must be ensured that the
actual design fits with the actual operational conditions.
• As the program is ran as per request of the sponsoring
national airline and in conjunction with national regulators.
• The existing cadet training program operates under a strict
regulatory frame.
• Modification of the current program must be coordinated with
the quality assurance department and preformed in different
consecutive phases with increasing degrees of extension and
depth of change.
• The initial implementation stages will merely add objectives
and delivery modes in support of the existing program.
• As the add-ons become consolidated and prove effective they
will start replacing the obsolete parts of the existing program.

Evaluation:
44
• Evaluation processes are a component continuously in use
within each of the steps of the ADDIE model.
• In addition evaluation is a step carried over at the end of the
process to demonstrate the worth of the new program.
• The ultimate proof of concept is to observe a cadet being able
to operate the radio equipment in an operational environment
without having ever before set foot in an aircraft cockpit.
• It is also VITAL to conduct constant evaluations in an ever
evolving market environment such as the aviation training
industry. This continual oversight will not have a punitive
nature but it will ensure the program is run at the best
possible level and that updates are produced often and as
needed.

Operationalframe:
45
• A superiorly envisioned and designed training program such as
“Next Generation” can only be successful if supported within a
cohesive operational frame.
• The creation and delivery of a successful training program is
not the exclusive responsibility of the instructional designer.
The Next Generation training program needs the instruments
set forth in AFM-36-2234. (11)
• These are;
- Support.
- Administration.
- Delivery.
- Management.

Is that it?
Where is the
educational part?
46

PilotTrainingDivision’sPhilosophy:
47
• All these instructional design methods and ADDIE system are
all nice implements. But they are just means to an end and
necessary tools and processes to make sure the end is
reached as intended.
• A clear program goal is necessary to create an effective
program in the face of change. If the people behind the
institution does not share the foundational vision of the new
program the program will not succeed.
• Now the question is, what is the underlying philosophy
behind the Next Generation training program?

Educateandtrain.
48
• Forming the next generation of airline pilots requires paying
due attention to both education and training roles.
• Education
• Development of airmanship
• Self reliance (learn to learn and develop professional attitudes
versus merely learning concepts and memorizing data)
• Introduction of human factors within training
• Acquiring Life Learning skills
• Integration of cadet in learning society (campus, airline,
aerospace education field and greater Qatari society)

Educateandtrain.
49
• Training
• Using latest learning theory discoveries as well as proven
traditional models (Bloom, Gagné, Kirkpatrick, Knowles, etc...)
• Training designed for performance (relevant, concise) with
ends on sight (Skills, knowledge and attitudes for the job)
• Integration within subject and among program components
• Higher learning skills development

• Airline Cadet Airmanship education and training must occur
within the Socio-Cultural Context.
50
Education - Socio-Cultural context

Transforming a young cadet (some joining the program in their
late teens) into a professional airline pilot requires educational
efforts in their socio-cultural environment.
ACADEMIC MINDSETS
51

SOCIAL SKILLS
Educational activities and processes will target the development
of social skills consistent both with student’s role and their future
professional role.
52

• For the success of learners often not familiar with the high
demands of the profession is important to develop perseverance
ACADEMIC PERSEVERANCE
53

• In order to support the training program cadets must be
provided with the best tools to perform as learners. Their
understanding of their own capabilities and use of proper
study habits is paramount to their success.
LEARNING STRATEGIES
54

• The program should guide and reinforce cadets in the
development and performing of academic behaviors
consistent with their role as adult learners and aviators.
ACADEMIC BEHAVIORS
55

• Learning should be measured not only at a cognitive level but
should be evaluated according to all of Kirkpatrick's levels.
ACADEMIC PERFORMANCE
Level 4: Impact
Level 3: Application / Transfer
Level 2: learning
Level 1: Reaction / Satisfaction
Learning achieved as measured by Kirkpatrick’s levels 56

• Ref slides 48 to 54: Farrington C. A., Roderick M., Allensworth E., Nagaoka
J., Keyes T. S., Johnson D. W., and Beechum N. O. (2012). Teaching
Adolescents To Become Learners: (10)
57

Training – Brain research, learning
theory, full integration.
• Airline Cadet training and training must be supported on latest
brain research
• Learning theories must be the major component pillars of
both education and training design efforts.
• In addition full integration (theory-theory and theory-practice,
horizontally and vertically) enhances learning and maximizes
performance and program effectiveness.
• We should never get lost among paperwork and enticed by
flashy media and technology and loose the end in-sight, to
train for the job. As the job changes we need flexible
instruments to modify the training program.
• The cadets as learners are vested with the responsibility to
produce their own learning. With this comes the power to
control their training to a certain degree.
58

Conclusion
• The goal of the new program is dual; to make training
relevant and concise as well as to develop basic stick
and rudder and airmanship skills.
• As a program designed under a formal ISD process
the Next Generation Ab-initio Training Program assures
training efficiency and controlled costs.
59

References
(1) Adam Minter. (2015). Japan Times via Bloomberg
http://www.japantimes.co.jp/opinion/2015/03/12/commentary
/world-commentary/asian-airlines-are-running-out-of-trained-
pilots/#.VQHkM8scQb0
(2) Boeing. (2014). 2014 Pilot and Technician Outlook
http://www.boeing.com/assets/pdf/commercial/aviationservice
s/brochures/PilotTechnicianOutlook.pdf
(3) ICAO. (2011).
http://halldale.creativemessage.com/Assets/Files/ICAO_Forecas
t_Promo%20Brochure_low-size.pdf
(4) Justing Bachman. (2014). Bloomberg Business
http://www.bloomberg.com/bw/articles/2014-02-11/yes-
theres-a-pilot-shortage-salaries-start-at-21-000
60

References, 2
(5) Kyodo. Japan Times. (2014).
http://www.japantimes.co.jp/news/2014/05/20/business/corpora
te-business/peach-cancel-894-flights-july-august-due-pilot-
shortage/#.VQwZY8scTEY
(6) Chris Sorensen. (2011). Maclean’s Magazine
http://www.macleans.ca/news/world/cockpit-crisis/
(7) David Learmount. (2015). Flight Global
http://www.flightglobal.com/news/articles/analysis-that-pilot-
shortage-will-it-prove-to-be-another-409320/
(8) Sullenberger.com. (2015).
http://www.sullysullenberger.com/about/
61

References, 3
(9) Character and Leadership Textbook. (2012).
https://www.characterandleadership.com/assets/pdf/textbook/R
oleModelsTextbookExampleChapterChesleySullenberger.pdf
(10) Farrington C. A., Roderick M., Allensworth E., Nagaoka J.,
Keyes T. S., Johnson D. W., and Beechum N. O. (2012). Teaching
Adolescents To Become Learners: The Role of Noncognitive
Factors in Shaping School Performance. A Critical Literature
Review. The University of Chicago Consortium on Chicago School
Research. http://files.eric.ed.gov/fulltext/ED542543.pdf
(11) Manual for Instructional System Development (1993).
http://www.au.af.mil/au/awc/awcgate/edref/afman36-2234.pdf 62

Pastor_Next Generation Pilot Training-1

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (9)

Similaire à Pastor_Next Generation Pilot Training-1

Similaire à Pastor_Next Generation Pilot Training-1 (20)

Pastor_Next Generation Pilot Training-1