====== FITS - Training Philosophy ======
FITS Training is a scenario-based approach to training pilots. It emphasizes the
development of critical thinking and flight management skills, rather than traditional
maneuver-based skills. The goal of this training philosophy is the accelerated
acquisition of higher-level decision-making skills. Such skills are necessary to prevent
pilot-induced accidents.

FITS Training Goals
  * Higher Order Thinking Skills
  * Aeronautical Decision Making
  * Situational Awareness
  * Pattern Recognition (Emergency Procedures) and Judgment Skills
  * Automation Competence
  * Planning and Execution
  * Procedural Knowledge
  * Psychomotor (Hand-Eye Coordination) Skills
  * Risk Management
  * Task Management
  * Controlled Flight into Terrain (CFIT) Awareness

Previous training philosophies assumed that newly certified pilots generally remain in
the local area until their aviation skills are refined. This is no longer true with the advent
of Technically Advanced Aircraft (TAA). Offering superior avionics and performance
capabilities, these aircraft travel faster and further than their predecessors. As a result,
a growing number of entry-level pilots are suddenly capable of long distance/high speed
travel—and its inherent challenges. Flights of this nature routinely span diverse weather
systems and topography requiring advanced flight planning and operational skills.
Advanced cockpits and avionics, while generally considered enhancements, require
increased technical knowledge and finely tuned automation competence. Without these
skills, the potential for an increased number of pilot-induced accidents is daunting. A
different method of training is required to accelerate the acquisition of these skills during
the training process.

Research has proven that learning is enhanced when training is realistic. 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 the 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 pilots to realistic operations and critical decisionmaking
opportunities. The most significant shift in these programs has been the
movement from traditional maneuver-based training to incorporate training that is
scenario-based.

Maneuver-based training emphasizes the mastery of individual tasks or elements.
Regulations, as well as Practical Test Standards (PTS), drive completion standards.
Flight hours and the ability to fly within specified tolerances determine competence. The
emphasis is on development of motor skills to satisfactorily accomplish individual
maneuvers. Only limited emphasis is placed on decision-making. As a result, when the
newly trained pilot flies in the real-world environment, he or she is inadequately
prepared to make crucial decisions. Scenario Based Training (SBT) and Single Pilot
Resource Management (SRM) are similar to LOFT and CRM training. However, each is
tailored to the pilot’s training needs. These techniques use the same individual tasks
that are found in Maneuver Based Training, but script them into scenarios that mimic
real-life cross-country travel. By emphasizing the goal of flying safely, the pilot in
training correlates the importance of individual training maneuvers to safe mission
accomplishment. In addition, the instructor continuously interjects “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 clear
connection between decisions made and the final outcome. The “What If?” discussions
are designed to accelerate the development of decision-making skills by posing
situations for the pilot in training to consider. Once again, research has shown these
types of discussions help build judgment and offset low experience.

Questions or situations posed by the instructor must be open-ended (rather than
requiring only rote or one-line responses). In addition, the instructor guides the pilot in
training through the decision process by:
  - Posing a question or situation that engages the pilot in training in some form of decision-making activity.
  - Examining the decisions made.
  - Exploring other ways to solve the problem.
  - Evaluating which way is best. 

For example, when the pilot in training is given a simulated engine failure, the
instructor might ask questions such as: “What should we do now?” Or, “Why did you
pick that place to land?” Or, “Is there a better choice?” Or, “Which place is the safest?”
Or, "Why?” These questions force the pilot in training to focus on the decision process.
This accelerates the acquisition of improved judgment, which is simply the decisionmaking
process resulting from experience. It is not innate. All of our life experiences
mold the judgment tendencies we bring to our flight situations. By introducing decisionmaking
opportunities into routine training lessons, we speed-up acquisition of
experience, thus enhancing judgment.

For further information, please reference “Aeronautical Decision Making” in the FAA
Aviation Instructor’s Handbook.