King Air 90-200 Initial Training Syllabus V14-1

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FITS ACCEPTED Transition Training Syllabus King Air 90 / 200 Wright Aviation Services LLC April, 2014

Published by Wright Aviation Services, LLC Phoenix, AZ Serving: Dear Valley Airport (DVT) Scottsdale Airport (SDL), Prescott Airport (PRC) MMXI-Wright Aviation Services LLC All rights reserved Website: wrightaviation.net Email: info@wrightaviation.net

Table of Contents Section 1 – FITS Introduction 1 FAA Industry Training Standards (FITS) 1 FITS Mission Statement 1 FITS Imperatives 1 FITS Training Goals 2 Section 2 – FITS Terminology and Definitions 3 Key Terms 3 Related Terms and Abbreviations 4 Section 3 – FITS TAA Training Philosophy Background Section 4 – Wright Aviation Services, LLC-FITS Transition Syllabus Goal King Air 90/200 Transition Course Prerequisites 9 9 12 12 12 Course Elements 12 Standards 13 Ground Training 14 Flight Training 15 Scenario Development 15 Section 5 – King Air 90/200/FITS Scenario Guide 19 Pre Training Survey 19 Pre Arrival Academics 19 Pre Transition Enrichment Training 20 On Site Ground Training 21 FLIGHT LESSON 1 – Introduction To The King Air 90/200 23 FLIGHT LESSON 2 – IFR In The King Air 90/200 33 FLIGHT LESSON 3 – Emergency Procedures 41 FLIGHT LESSON 4 – High Altitude 49 FLIGHT LESSON 5 – Bringing It All Together 57 Section 6 – FITS Master Learning Outcomes List 65 Section 7 – Personal Minimums Worksheet 86 Section 8 – Flight Risk Assessment 87 Section 9 – King Air 90/200 Initial Transition Training Flow 88 Explanation of King Air 90/200 Course Components Acknowledgements: 89 92

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Section 1 – FITS Introduction FAA Industry Training Standards (FITS) The FITS Program is a joint project of the FAA sponsored Center for General Aviation Research (CGAR), Embry Riddle Aeronautical University, The University of North Dakota, and the General Aviation Industry. FITS Mission Statement Ensure pilots learn to safely, competently, and efficiently operate a technically advanced piston or light jet aircraft in the modern National Airspace System (NAS). FITS Imperatives The SAFER SKIES initiative is a commitment by the FAA and the aviation industry to significantly reduce general aviation accidents-— the majority of which (75%) are pilot error related. Compounding the challenge of this initiative is the emergence of a new class of technically advanced general aviation aircraft that offers significant improvements in performance and capability. These innovative aircraft are equipped with automated cockpits and cruising speeds that require flight management and decision-making skills normally expected from ATP-level pilots; yet they will be flown by lots with significantly lower qualification and experience levels. It is imperative that a new training philosophy be implemented which reduces the human error element and accelerates acquisition of higher-level judgment and decisionmaking skills. FITS training recognizes the wide variety of advanced technology systems and the different combinations and permutations of these systems as compared to the relatively similar layout of the conventional cockpits they replace. Within a type of system (e.g. different operations of GPS navigators) Within categories of advanced technology systems Pilot Flight Displays (PFD) Multi Function Displays (MFD) Traffic Displays Weather displays Terrain Displays Autopilots Control Number KA 90/200-14-1 Page 1 of 92 Version 14.1 dated 04/01/2014

FITS Training Goals It is imperative to provide pilots of Technically Advanced Aircraft (TAA) with the best possible training in the following areas: Higher Order Thinking Aeronautical Decision Making Situational Awareness Pattern Recognition and Decision Making Automation Competence Planning and Execution Procedural Knowledge Psychomotor Skills Control Number KA 90/200-14-1 Page 2 of 92 Version 14.1 dated 04/01/2014

Section 2 – FITS Terminology and Definitions Key Terms Aeronautical Decision Making (ADM) - A systematic approach to the mental process used by aircraft pilots to consistently determine the best course of action in response to a given set of circumstances. Airmanship – The consistent use of good judgment and well-developed skills to accomplish flight objectives. Pilots with strong airmanship skills understand the capabilities and limitations of themselves; their team; their aircraft; the physical, regulatory, and organizational environment; and the multiple risks associated with a particular flight. Technically Advanced Aircraft (TAA) – A General Aviation aircraft that combines some or all of the following design features; advanced cockpit automation system (Moving Map GPS/ Glass Cockpit) for IFR/VFR flight operations, automated engine and systems management, and integrated auto flight/autopilot systems. Light Turbine TAA – A jet or turboprop aircraft weighing 12,500 lbs or less and equipped with cabin pressurization, and conventional (nonswept) wings. This aircraft contains all the features of a Technically Advanced Aircraft and will be capable of operating in Class A airspace on normal mission profiles. A Light Jet TAA will be certified for SinglePilot operation. (Note: Light TAAs are specifically defined as non-swept wing due to the significantly increased training load incurred when transitioning pilots to swept wing aircraft) Scenario Based Training (SBT) – SBT is a training system that uses a highly structured script of real-world experiences to address flight training objectives in an operational environment. Such training can include initial training, transition training, upgrade training, recurrent training, and special training. Single Pilot Resource Management (SRM) – The art and science of managing all the resources (both on-board the aircraft and from outside sources) available to a single pilot (prior and during flight) to ensure that the successful outcome of the flight is never in doubt. The primary emphasis will be on integrating the developing and enhancement of mental process and underlying thinking skills needed by the pilot to consistently determine the best course of action in response to a given set of circumstances. Control Number KA 90/200-14-1 Page 3 of 92 Version 14.1 dated 04/01/2014

Related Terms and Abbreviations Aircraft Automation Management – The ability to control and navigate an aircraft by means of the automated systems installed in the aircraft. Automated Navigation Leg – A flight of 30 minutes or more conducted between two separate airports in which the aircraft is controlled primarily by the autopilot and the on board navigation systems. A VFR Automated Navigation Leg is flown on autopilot from 1,000 ft AGL on the departure until entry to the VFR traffic pattern. An IFR Automated Navigation Leg is flown on autopilot from 500 ft AGL on departure until reaching the decision altitude (coupled ILS approach) or missed approach point (autopilot aided non-precision approach) on the instrument approach. If a missed approach is flown it will be flown using the autopilot and onboard navigation systems. Automation Competence – The ability to understand and operate the automated systems installed in the aircraft. Automation Surprise – The characteristic of automated systems to provide different types and varieties of cues to pilots compared to the analog systems they replace, especially in time critical situations. Automation Bias – The relative willingness of the pilot to trust and utilize automated systems. Candidate Assessment – A system of critical thinking and skill evaluations designed to assess a training candidates readiness to begin training at the required level. Critical Safety Tasks/Event – Those mission related tasks and or events that if not accomplished quickly and accurately may result in damage to the aircraft or loss of life. Data Link Situational Awareness Systems – Systems that feed realtime information to the cockpit such as: weather, traffic, terrain, and flight planning. This information may be displayed on the PFD, MFD, or on other related cockpit displays. Control Number KA 90/200-14-1 Page 4 of 92 Version 14.1 dated 04/01/2014

Learner Centered Grading – Desired Pilot in Training (PT) Scenario Outcomes – The object of scenario-based training is to achieve a positive change in the thought processes, habits, and behaviors of the PT during the planning and execution of the scenario. Since the training is learnercentered the success of the training is measured in the following desired PT outcomes: Describe – At the completion of the scenario the PT will be able to describe the physical characteristics and cognitive elements of the scenario activities. Explain – At the completion of the scenario the PT will be able to describe the scenario activity and understand the underlying concepts, principles, and procedures that comprise the activity. Practice – At the completion of the scenario the PT will be able to practice the scenario activity with little input from the CFI. The PT with coaching and/or assistance from the CFI will quickly correct minor deviations and errors identified by the CFI. Perform – At the completion of the scenario, the PT will be able to perform the activity without assistance from the CFI. Errors and deviations will be identified and corrected by the PT in an expeditious manner. At no time will the successful completion of the activity be in doubt. “Perform” will be used to signify that the PT is satisfactorily demonstrating proficiency in traditional piloting, systems operation skills and aeronautical decision making. Manage/Decide – At the completion of the scenario, the PT will be able to correctly gather the most important data available both within and outside the cockpit, identify possible courses of action, evaluate the risk inherent in each course of action, and make the appropriate decision. “Manage/Decide” will be used to signify that the PT is satisfactorily demonstrating acceptable SRM skills including aeronautical decision making. Emergency Escape Maneuver – A maneuver (or series of maneuvers) performed manually or with the aid of the aircraft’s automated Control Number KA 90/200-14-1 Page 5 of 92 Version 14.1 dated 04/01/2014

systems that will allow a pilot to successfully escape from an inadvertent encounter with Instrument Meteorological Conditions (IMC) or other life-threatening situations. Mission Related Tasks – Those tasks required for the safe and effective accomplishment of the mission(s) that the aircraft is capable of and required to conduct. Multi-Function Display MFD – Any display that combines navigation, aircraft systems, and situational awareness information onto a single electronic display. Electronic Flight Information System (EFIS) – is an instrument display system in which the display technology used is electronic rather than electromechanical. The typical display overlays airspeed, altitude, vertical speed as well as rate of bank - rate of turn information on top of an electronic representation of the horizon and aircraft pitch/bank state. Primary Flight Display (PFD) – Any display that combines information of the primary six flight instruments in an EFIS display, along with related navigation and situational awareness information, into a single electronic display. Proficiency Based Qualification (PBQ) – Aviation task qualification based on demonstrated performance rather than other flight time or experience qualifiers. Simulation – Any use of animation and/or actual representations of aircraft systems to simulate the flight environment. PT interaction with the simulation and task fidelity for the task to be performed are considered the requirements for effective simulation. Training Only Tasks – Training maneuvers that, while valuable to the PT’s ability to understand and perform a mission related task, are not required for the PT to demonstrate proficiency. However, instructor pilots will be required to demonstrate proficiency in Training Only Tasks. Additional Terms and Definitions: Attitude – Is a personal motivational predisposition to respond to persons, situations, or events in a given manner that can, Control Number KA 90/200-14-1 Page 6 of 92 Version 14.1 dated 04/01/2014

nevertheless, be changed or modified through training. A sort of mental shortcut to aeronautical decision making. Attitude Management – The ability to recognize hazardous attitudes in oneself and the willingness to modify them as necessary through the application of an appropriate antidote thought. Cockpit Resource Management, (CRM) – Multi-pilot crew configurations, is the effective use of all personnel and material assets available to a flight crew. CRM emphasizes good communication and other interpersonal relationship skills. Headwork – Required to accomplish a conscious, rational thought process when making decisions. Good aeronautical decision making involves risk identification and assessment, information processing, and problem solving. Judgment – The mental process of recognizing and analyzing all pertinent information in a particular situation, a rational evaluation of alternative actions in response to it, and a timely decision on which action to take. Personality – The embodiment of personal traits and characteristics of an individual, set at a very early age and which are extremely resistant to change. Poor Judgment (PJ) Chain – A series of mistakes that may lead to an accident or incident. Two basic principles generally associated with the creation of a PJ chain are: (1) one bad decision often leads to another; and (2) as a string of bad decision grows, it reduces the number of subsequent alternatives for continued safe flight. ADM is intended to break the PJ chain before it can cause an accident or incident. Risk Management – The part of the aeronautical decision making process that relies on situational awareness, problem recognition, and good judgment to reduce risks associated with each flight. Risk Elements – In ADM risk elements take into consideration the four fundamental risk elements: the pilot, the aircraft, the environment, and the type of operation that comprise any given aviation situation. Control Number KA 90/200-14-1 Page 7 of 92 Version 14.1 dated 04/01/2014

Situational Awareness – The accurate perception and understanding of all the factors and conditions within the four fundamental risk elements that affect safety before, during, and after the flight. Skills and Procedures – The procedural, psychomotor, and perceptual skills used to control a specific aircraft or its systems. They are the stick and rudder or airmanship abilities that are gained through conventional training, are perfected, and become almost automatic through experience. Stress Management – The personal analysis of the kinds of stress experienced while flying, the application of appropriate stress assessment tools, and other coping mechanisms. Control Number KA 90/200-14-1 Page 8 of 92 Version 14.1 dated 04/01/2014

Section 3 – FITS TAA Training Philosophy FITS TAA Training is a new approach to training pilots that is scenario based rather than maneuver based and is structured to emphasize development of critical thinking and flight management skills. The goal of this new training philosophy is accelerated acquisition of the pilot trainee’s top of mind decision-making skills deemed necessary to prevent “pilot error” accidents in Technically Advanced Aircraft (TAA). Background Previous training philosophy assumed that newly certificated pilots would generally remain in the local area until recently acquired aviation skills are refined. This is no longer true with the advent of Technically Advanced Aircraft (TAA). Due in part to their superior avionics as well as their higher performance capabilities, these aircraft travel faster and further than their predecessors. As a result, a growing number of entry-level pilots suddenly have the capability of long distance high speed and altitude travel and its incumbent challenges. Flights of this nature routinely span diverse weather systems and topography requiring advanced flight planning and execution skills. Advanced cockpits and avionics, while generally considered to be enhancements, require new and/or increased technical knowledge and more finely tuned automation competence. Without these skills, the potential for increased human error accidents is daunting. A new method of training is required that accelerates acquisition of these skills during the training process. Research has proven that learning is enhanced when training is realistic and authentic. In addition, the underlying skills needed to make good judgments and decisions are teachable. Both the military and commercial airlines have embraced these principles through integration of Line Oriented Flight Training (LOFT) and Cockpit Resource Management (CRM) training into their qualification programs. Both LOFT and CRM lessons mimic real-life scenarios as a means to expose trainees to realistic operations and critical decision-making opportunities. The most significant shift in these programs has been to move away from traditional maneuver-based training to incorporate training that is scenario-based. Control Number KA 90/200-14-1 Page 9 of 92 Version 14.1 dated 04/01/2014

Maneuver-based training puts emphasis on the mastery of individual tasks or elements. In maneuvers training, completion standards are driven by regulation, as well as Practical Test Standards, that use flight hours and the ability to fly within plus or minus some specified tolerance as the measurement of competence. The emphasis is on development of motor skills to satisfactorily accomplish individual maneuvers. Only limited emphasis is placed on decision-making, and as a result, when the newly trained pilot goes on to fly in the real world environment, he or she is inadequately prepared to make crucial decisions unassisted. Scenario Based Training (SBT) and Single Pilot Resource Management (SRM) are similar to LOFT and CRM training but tailored to the TAA pilot’s needs. They use the same individual tasks as Maneuver Based Training, but arrange or script them into scenarios that mimic real-life TAA cross-country travel. By emphasizing, on each lesson, that the goal is getting to a destination safely, the trainee readily correlates the importance of individual training maneuvers to safe mission accomplishment. In addition, throughout the scenario, the instructor poses “What If?” discussions as a means to provide the trainee with increased exposure to proper decision-making. Because the “What If” discussions are in reference to the scenario, there is a vivid connection between decisions made and the final outcome. The “What if” discussions are designed to accelerate the development of decision-making skills by posing real world situations for the PT to ponder. Once again, research has shown that these types of discussions help build judgment and offset low experience. Questions or situations posed by the instructor must be somewhat open-ended (rather than requiring only rote or one-line responses.) In addition, the instructor guides the trainee through the decision process by: 1. Posing a question or situation that engages the trainee in some form of decision-making activity. 2. Examining the decisions made. 3. Exploring other ways to solve the problem. 4. Evaluating which way is best. Control Number KA 90/200-14-1 Page 10 of 92 Version 14.1 dated 04/01/2014

For example, when the trainee is given a simulated engine failure, the instructor might ask questions like: What should we do now? Or, Why did you pick that place to land? Is there a better choice? Which place is the safest? Why? Questions of this nature force the trainee to focus on the decision process, which accelerates acquisition of judgment. Judgment, after all, is simply the decision-making process, which is learned primarily from experience. It is not innate. All life experiences mold the judgment tendencies brought into flight situations. By artificially injecting decision opportunities into routine training lessons, we speed-up acquisition of experience, and thus enhance judgment and decision-making. For further information, please reference “Aeronautical Decision Making” in the FAA Aviation Instructor Handbook. Control Number KA 90/200-14-1 Page 11 of 92 Version 14.1 dated 04/01/2014

Section 4 – Wright Aviation Services, LLC - FITS Transition Syllabus This document is a general outline of the items to be included in the ground and flight training of pilots transitioning into the King Air 90/200 aircraft. Goal The goal of Transition Training is to prevent accidents by ensuring pilots have proper training in the specified systems and operating characteristics of their aircraft. Additionally, the King Air 90/200 Transition Training course will develop airmanship knowledge and skills that are not specific to the King Air 90/200. King Air 90/200 Transition Course Prerequisites: To enroll in the King Air 90/200 Transition Course the pilot must have at least a private pilot certificate with AMEL and instrument rating or an ATP certificate. Additionally, the pilot must complete and return a detailed pilot survey used to define the pilot’s personal experience. Based on the survey a recommendation will be made to the pilot as to which training track is most appropriate. The optional training tracks are defined in section 8. The pilot may choose to follow any of the available training tracks with the understanding that course completion will not be awarded until all training tasks contained in this syllabus are completed to proficiency. Course Elements SBT represents a non-traditional approach to training. The most significant shift is the move away from the traditional practice of simple maneuverbased training and repetition. SBT uses the same maneuvers, but scripts them into realistic training experiences. Practice of the task remains the cornerstone of skill acquisition, but the shift is away from meaningless drill/repetition in the practice area toward meaningful application as a part of a normal flight activity. The goal of SBT is to teach the PT how to think and make decisions as early as possible in the flight training process. This syllabus utilizes some maneuver-based instruction, mainly in approach and landing training, however the emphasis is on SBT. It also provides a coordinated ground/flight sequence of training so that academic support materials are covered before the associated flight lessons. Additionally, the simple-to-complex building-block approach is maintained. Each lesson Control Number KA 90/200-14-1 Page 12 of 92 Version 14.1 dated 04/01/2014

increases in complexity and the PT is provided the opportunity to practice the maneuver in a real-world flight experience. However, it goes well beyond the current training philosophy by placing the PT in a realistic environment. This demands analysis and decision-making from the first pre-attendance lesson to the final check-ride, and the flight mentoring that follows. Standards: Several training items require a discussion of airplane component or system limitations. In every airplane system there are limitations based on two factors: 1. The absolute capability of the equipment to perform a particular function and; 2. The individual pilot’s ability to use that equipment. Effective training and experience enables the safe operation of an airplane within these limitations. Some airplane systems are more complex and require a higher level of skill and interpretation. Pilot skills and knowledge vary with a pilot’s total flight time, time-in-type, and recent flight training or experience. Pilots must therefore be trained to recognize their personal limitations as well as those of the airplane. Throughout the ground school and flight curriculum, emphasis will be placed on operating within airplane and pilot limitations. Risk management and decision-making skills (also referred to as Single Pilot Resource Management (SRM)) are consistently integrated into each scenario. A discussion of limitations, as they apply to the pilot’s experience level, and with reference to potential problem areas, will enhance the decision process. Transition Training includes discussions of system limitations, flight characteristics of the specific airplane, and how these items apply to a particular pilot. Control Number KA 90/200-14-1 Page 13 of 92 Version 14.1 dated 04/01/2014

Ground Training: The ground-based segments of the syllabus are an integral part of the SBT course and should be integrated into the flight training experience. The pilotin-training (PT) should demonstrate, through written and oral review, the knowledge to safely operate the King Air 90/200, using the Pilot’s Operating Handbook, the Pilot’s Training Manual, airplane checklists and other material. All time critical emergency procedures must be committed to memory. The Instructor will discuss each incorrect response with the pilot to ensure complete understanding and the reasons why their responses were incorrect. The instructor must integrate SRM concepts and techniques in each of these discussions. The basic structure of thinking skills training is to engage the learner in a task or in solving a problem, ask the learner to reflect on the mental process used to solve the task or problem, consider other ways the task or problem could have been solved, and then consider which way was better or best. A discussion of why one method is or may be better than another will help the learner build better problem-solving strategies. Control Number KA 90/200-14-1 Page 14 of 92 Version 14.1 dated 04/01/2014

Flight Training: Each Flight Training lesson consists of a scripted scenario. These scenarios increase in complexity as the PT progresses through the course. The instructor and PT should use the scenario as a lesson plan. The intent is for the PT to study the lesson script, prepare a scenario plan, and brief it as part of the preflight preparation. Unless extenuating circumstances exist, all training flights will include operations above Flight Level 180 to provide the maximum exposure to the high altitude environment. It is vitally important that the PT learn to manage the aircraft in the automated mode, as well as fly the aircraft by hand. Good SRM demands that the PT be able to rely on the autopilot and automated navigation systems during times of high cockpit task loads. Instructors must ensure that emphasis is given to both automated and manual flight modes as described in each scenario. The PT should demonstrate the necessary skill and experience required for the safe operation of the King Air 90/200. Operations must be accomplished within the tolerances specified in the Practical Test Standards appropriate to the pilot’s airmen certificate. Scenario Development: Scenario development is the key to the FITS transition syllabus. The PT ideally conducts scenario planning with little assistance from the instructor. The instructor, with guidance from the syllabus, will act as a mentor and assist in establishing boundaries for the scenario and to guide the planning process. This will ensure that learning outcomes are achieved in an orderly and efficient manner. The PT and the Instructor will discuss the lesson syllabus and decide (in advance) the most likely destination for the scenario. The PT must have the prior knowledge, flight proficiency, and experience with the TAA to be able to concentrate on the transition training. If the instructor determines that the PT is not demonstrating this level of competency, the instructor should discontinue advancing through the transition training until it is achieved. Proficiency must be developed during each segment of the syllabus to allow the PT to proceed to the next lesson. Note: The instructor must be completely versed in all the automated features of the aircraft and must be able to instruct PT and demonstrate Control Number KA 90/200-14-1 Page 15 of 92 Version 14.1 dated 04/01/2014

their proper and appropriate use. Failure to completely master and trust cockpit automation will severely reduce the effectiveness of TAA training. Instructor / PT Responsibilities: Pre-Scenario Planning - For Scenario Based Instruction to be effective; it is vital that the PT and instructor communicate well in advance of the training session. The instructor should communicate the following information in order that the PT can plan accordingly: Scenario destination(s) Desired PT learning outcomes Desired level of PT performance Desired level of automation use Possible in-flight scenario changes (during later stages of the program no preflight notification is required) When a PT is conducting the transition syllabus, the instructor should make the situation as realistic as possible. The PT will know the mission parameters in advance of the flight. While the actual flight may deviate from the original plan, it allows the PT to be placed in a realistic scenario, and provides a frame of reference for all follow-ups on actions and decisions. Scenario Planning – Before the flight, the instructor will propose the scenario to be planned. After discussion with the instructor, the PT will plan the flight to include: Route Destination(s) Weather NOTAMS Desired PT learning outcomes Possible alternate scenarios and emergency procedures Control Number KA 90/200-14-1 Page 16 of 92 Version 14.1 dated 04/01/2014

Pre-Flight Briefing – The PT will brief the instructor on the flight scenario, which will include: Route, weather, and NOTAMS Accomplishment of desired training outcomes Emergency procedures and alternate scenarios SRM considerations (see the SRM outcomes list in section 5) Safety considerati

King Air 90/200 Transition Course Prerequisites 12 Course Elements 12 Standards 13 Ground Training 14 Flight Training 15 . Section 9 - King Air 90/200 Initial Transition Training Flow 88 Explanation of King Air 90/200 Course Components 89 Acknowledgements: 92 .

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