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training moment when flying a real plane. This can be good when a student needs a little time to catch up. How- ever, it’s usually just increasing the cost. For recurrent or transition jet pilots, this is less of an issue.
We haven’t found a way to freeze time in flight.
We have to deal with reality. This includes all of the dis- tractions (ATC, weather, traffic, turbulence, etc.) while keeping the student focused on the task at hand.
Some items can’t or shouldn’t be done in flight.
Nobody I know is going to try to practice a thrust reverser deploying at V1 in a plane. Also, I have yet to meet a per- son who thinks shutting down both engines and gliding to a runway is a good idea. That said, dual engine failures and inadvertent thrust reverser deployments are not likely events.
Operational cost can be excessive. Direct costs plus fuel can add up quickly. Naturally, if a proficient pilot is simply completing a 61.58 Pilot Proficiency Evaluation, it’s not bad. However, a new or rusty pilot that needs several extra hours can burn a bunch of fuel before attaining the required level of proficiency.
Let’s now look at where in-airplane training excels:
It’s real and feels exactly as it should. There is simply no better way to assess if a pilot can properly operate an aircraft than by watching them do it. Seeing how they deal with the problems and distractions in real-time is critical.
There is no excuse for bad landings. The pilot can either land the plane properly or we need to find and correct the problem.
There are no sim-isms. If something isn’t working, figure out if it’s a system problem or an operator prob- lem. Then, fix the problem. This also presents a great opportunity to ensure the pilot understands how to use the Minimum Equipment List.
It is the customer’s plane and usually the location where they fly it. These are the exact avionics and systems the pilot needs to operate proficiently. No time is wasted learning irrelevant information. Nothing is gained, and much is risked by learning material that doesn’t apply to the plane the pilot will fly. This is especially critical when it comes to avionics or home airports with high elevation or short runways.
Training is where the client wants. Professional instructors who teach in the airplane usually travel to where the client wants to train. Naturally, most owner/ operators get to sleep in their own bed and maximize time with their family and friends. The instructor deals with the travel.
Training is when the client wants. The schedule can be custom-fit to the client’s needs, with dates, and even times of the day, easily adapted. Imagine calling one of the established sim schools and asking to skip class two days or start a day early.
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20 • TWIN & TURBINE / October 2020 Jet Journal