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:

1. Posing a question or situation that engages the pilot in training 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.

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.