< PreviousPUTTING THE BEST FUTURE IMAGINABLE ON WING.At Pratt & Whitney, we keep you flying. Our Customer Training team is dedicated to advancing jet engine knowledge and maintenance techniques. From standard courses to customized solutions, whether instructor-led or on the web, we provide an innovative learning experience to support your maintenance, engine performance and fleet management needs. Backed by our EngineWise™ global network to support you anytime, anywhere. Pratt & Whitney EngineWise™ Services. Learn more at pw.utc.comWe often talk about the incredible value of training: when it is done right, it results in motivated employees who contribute to the success of our business, be it an airport, airline, air navigation service provider or civil aviation authorities’.I would propose we consider a more holistic approach to training and contemplate the term “capacity building”. Ensuring we are on the same page, I would point to the United Nations Development Programme (UNDP) definition and then adapt their approach to the ways ACI provides capacity building to its members.The UNDP defines capacity building as a “…long-term continual process of development that involves all stakeholders; including ministries, local authorities, non-governmental organizations, professionals, community members, academics and more. Capacity building uses a country’s human, scientific, technological, organizational, and institutional and resource capabilities. The goal of capacity building is to tackle problems related to policy and methods of development, while considering the potential, limits and needs of the people of the country concerned.” They further refine this definition into three levels that we have adapted at ACI to make this relevant to our role in serving our members. 1. EMPLOYEE LEVELThis requires the encouragement of conditions that allow individual participants (at all levels) to build and enhance knowledge and skills. This is defined by the various tools AIRPORT CAPACITY BUILDING – THE ACI APPROACHKEVIN CARON He is the Head of the Global Training and Developing Nations Airport (DNA) Assistance Programme for ACI World. He serves on the ACI-ICAO Airport Management Professional Accreditation Programme (AMPAP) Steering Committee as ACI Team Leader. Prior to ACI, Kevin spent eight years with the Montréal Airports Authority (Aéroports de Montréal) before joining IATA in 2003, where he held two training management positions in security and airports. ICAO TRAINING REPORT – NUMBER 3 201719ICAO PARTNER BRIEF - ACIthat learning and development professionals have at their disposal, such as training, staff exchanges and mentoring to name a few. To meet this need, ACI provides both classroom and online airport education and the training programmes that were outlined in our last ICAO Training Report article. Under the auspices of capacity building we have two other programmes that help develop the talent in our members.The Airport Excellence (APEX) Programme conducts peer reviews based on ICAO Standards and Recommended Practices (SARPs) in safety and security, by sending airport experts from around the world to conduct a one-week on-site review. In addition to the value of peer review, this programme has the additional benefit of allowing colleagues (both visiting and local) to learn from each other, fostering both professional and personal friendships that last well past the review itself!A second initiative is the Executive Leadership Exchanges Programme (ELEP). This new programme is being led by ACI’s five regional HR and Leadership Committees and is targeted at executive-level staff. ELEP—which will be launched in 2018—will aim to have airports exchange executive staff to allow for peer-to-peer learning over a fixed period.2. AIRPORT ORGANIZATION LEVEL This involves supporting airport members, via committees and programmes, in the process of enhancing their specific activities such as customer experience, safety, security. The organizational capacity building approach is used by airports to develop internally so they can better fulfill their defined mission. Standing committees – These committees are mandated by the ACI Governing Board to provide guidance and council, and help shape current policy issues for Governing Board endorsement in their areas of expertise. They are also required to assist the Governing Board, Executive Committee and Secretariat. The committees consist of airport and industry members with specific knowledge and expertise in areas of Airport IT, Economics, Environment, Facilitation & Services, Safety & Technical and Aviation Security.Programmes – ACI has several programmes that benefit from this organizational level such as the previously mentioned Airport Excellence (APEX) and Global Training.3. AIRPORT CUSTOMER LEVELThis supports the establishment of a more interactive public administration that learns equally from its actions and from the feedback it receives from the travelling public (i.e. the customers they serve).ACI’s Customer Experience Programme, the Airport Service Quality (ASQ), is the world-renowned and globally established benchmarking programme that measures passengers’ satisfaction whilst they are travelling through an airport. The ASQ programme provides research tools and management information to better understand passengers’ views and what they want from an airport’s products and services. On top of the ASQ and employee survey programme, there are yearly ASQ forums which enable airport experts to exchange ideas with other industry experts on new and emerging trends in customer experience. As you can see in our approach to capacity building, we have chosen to take several different approaches to provide as many learning opportunities as possible for both the individual and the airport member. The key to our success and on-going relevance is to remain agile and flexible by continually re-evaluating how to best serve our members with current and future trends that can affect our members. With this approach, ACI has embarked on a voyage that will set a course for increased success in achieving airport excellence for the foreseeable future. “ In addition to the value of peer review, this programme has the additional benefit of allowing colleagues (both visiting and local) to learn from each other fostering both professional and personal friendships that last well past the review itself! ”ICAO TRAINING REPORT – NUMBER 3 201720ICAO PARTNER BRIEF - ACIThe Next Generation of Aviation Professionals (NGAPs) who are entering the aviation industry today, represent a new generation of learners. To engage and meet their needs, the aviation community has been harnessing innovative technologies to look beyond tradition training methods and enhance workforce practices. One technology which is increasing in popularity and aviation use is the integration of mixed reality (MR) using holograms and digital computing headsets. Although virtual and augmented reality (AR) are not new technologies, mixed reality (MR) allows us to overlay digital content in our real-world environment, and promises to transform the way we train NGAP to operate and maintain aircraft. This can provide a mobile cost-effective solution to enhance real-world environments, create virtual simulations, accelerate learning and increase retention. The operation and maintenance of modern aircraft calls for an understanding of several interrelated human and machine components that require practice and immersion. This immersive experience can be created or enhanced with augmented reality (AR) or virtual reality (VR). Relevant to the task-at-hand, they both have the ability to engage NGAP, allowing the student to practice, give real-time feedback, improve the efficiency of skills transfer and increase knowledge retention. Where they differ, is the perception of our presence, the ability to work untethered, and the ability to train crews.Virtual reality (VR) is able to transpose the user through closed visors or goggles, which block out real-world surroundings. VR can be useful for singular operations, such as reviewing a special qualification airport to allow the pilot to experience the terrain and surroundings before actually flying the approach; learning a procedure or checklist; and practicing maintenance or other operational functions. On the other hand, MR blends virtual reality content with the real-world and allows the user to interact with the content using hand gestures or voice commands. Most significant for aviation training, is the fact that—unlike with VR—the user is not shut away from their surroundings with mixed reality. Whether or not you happen to be AUGMENTING THE NEXT GENERATION OF AVIATION PROFESSIONALS BY TRAINING WITH HOLOGRAMSPROFESSOR LORI BROWNShe is the ICAO Next Generation of Aviation Professionals programme Outreach Chair, a member of the International Aviation Pilot Association (IPTA) outreach workstream, a Professor and researcher at Western Michigan University, College of Aviation and a Fellow of the Royal Aeronautical Society. She is an Airline Transport Pilot and has trained Ab-initio cadet pilots for Delta Airlines, British Airways, KLM, and UAE, as well as pilots for national and international government agencies. Fig. 1. Mixed Reality technology and devices like the Microsoft HoloLens are transforming aviation training and operations for the next generation workforce. ICAO TRAINING REPORT – NUMBER 3 201722TRAINING WITH HOLOGRAMSsharing a physical space, mixed reality allows you to see, listen, and talk to others while everyone involved sees the same holograms simultaneously. As a result, users can interact with virtual content while continuing to be in touch with the real life around them. Operational tasks (such as aircraft maintenance) can also be augmented with procedures, checklists and manual information to create a hands free environment.This experience is achieved by wearing MR headsets like the Microsoft HoloLens. MR adds interactive computer-superimposed holographic enhancements to a user’s real-world environment. This technology also allows for remote instruction for crews and maintenance technicians, which could be a game changer for the entire industry.MR Technologies are currently widely used in the medical, oil, space and automotive community and have recently been adapted for operational use by the aerospace industry at many companies (Lockheed Martin, Pratt & Whitney, Bell Helicopter, Air New Zealand, TAE Aerospace, and Japan Airlines, to name a few.)While manufacturers and operators have already experienced the benefits of augmented and mixed reality, the use of MR in aviation training is a recent innovation. Little research has been published on its efficacy when compared to conventional training methods. A study in the medical arena concluded that advanced training methods and 3D environments can be one option for improving performance, reducing errors and enhancing safety (Kluge, et al., 2014). To evaluate the benefits of MR to engage NGAP and enhance aviation training, Western Michigan University (WMU), College of Aviation (USA) has created a HoloLens application called JetXplore. WMU is currently using mixed reality in the classroom to teach aircraft systems subjects. The application was developed for aviation operations and procedures training (normal and abnormal) for the CRJ-200 regional jet, B787, A380 and SR20 aircraft, to bridge the gap between classroom and flight simulation; engage NGAP; and allow students to practice in a fully immersive environment. The interactive Fig. 4. The Virtual CFM34-3B Turbofan in the Classroom at Western Michigan UniversityFig 2. Japan Airlines HoloLens turbofan engine maintenance trainingFig. 3. Air New Zealand using HoloLens to enhance the customer experience. TRAINING WITH HOLOGRAMSJetXplore application includes customized scenarios, turbofan engines and 360-degree interactive cockpits to teach aircraft systems, flows, checklists and allow students to practice quick reference handbook (QRH) malfunctions. Beyond customizing the JetXplore application for the virtual environment, a significant goal of this project is to explore subjective presence as it affects task performance, to reduce the gap between expensive simulators and the classroom. The pedagogical material development has been extended to outreach activities and integrated AR micro-simulations in the classroom as interactive 3D knowledge objects. Using Bloom’s Taxonomy in the cognitive domain, 3D learning objectives can be refined to create more meaningful student outcomes, and mapped to reflect expected assessment and student proficiency in technology-driven training environments. The Microsoft HoloLens MR devices and immersive headsets are at the forefront of immersive technologies and, rather than replace existing simulators, it can enhance them. Engaging with the holograms by walking around, interacting and even modifying them, can lead to higher motor excitability and increased working muscle memory. We can safely simulate dangerous or difficult to replicate scenarios; require trainees to actively participate in exercises; evaluate based on performance or relevant tasks with data transmitted to a company’s training department or instructor; virtually create new equipment without expense or space-accommodating additions, and allow training anywhere, any time, with MR headsets.With this in mind, it can be suggested that MR offers the potential for deeper knowledge retention in aviation training, while actively engaging NGAP. Unlike other advanced technologies, HoloLens is intuitive and offers a natural means of interaction. There’s no mouse, wire or touch-screen. All you need are simple gestures to create and alter holograms, your voice to communicate with apps, and your eyes to navigate and analyze. The JetXplore application allows students to use the real movements in the flight deck when interacting with push buttons, toggles, dials or thrust levers, to ensure no negative training is taking place and improve muscle memory. Fig. 5. WMU Bombardier CRJ200 Holographic training using JetXplore and HoloLens ICAO TRAINING REPORT – NUMBER 3 201724Technologies like these bring forth a new medium for aviation training, a new paradigm of mixed reality. For the first time, we have the ability to take the analog world and superimpose digital artifact, creating mixed reality aviation simulations. Instructors can be anywhere and trainees can bring extremely realistic holographic images of say, a giant B787, A380 or turbofan engine directly into their home, training facility, school, university, or anywhere else training is taking place, which allows them to interact with the object to learn and practice procedures, preflight actions and other information needed to operate or maintain equipment. While not everyone has the luxury of having technologies like the HoloLens in the classroom, most of us do have a smart phone. With image recognition technology we are able enhance our current and future print media and ‘overlay’ our own experiences such as checklist, 3D models, video, procedures or interactive training modules. This is similar to an invisible QR code which is mapped to a corresponding image or URL. Currently, WMU Professor Lori Brown and colleagues at Purdue are creating an aircraft systems textbook with augmented reality overlays to allow students to interact with the images in the textbook. The students simply download the application (similar to a QR code reader) and use the camera in their phone or tablet to see the hidden content. This technique can also be used by airlines and training providers to overlay content, such as video of procedures or flows over checklists or manual information. Furthermore, the process benefits from the advantage of 3D. Aviation training can break free of 2D limitations, making it easier for people to visualize a finished project, reduce design errors, save time, and allow facilities to open faster.Companies that rely on engineers and technicians in their workforce also stand to benefit greatly from the immersive potential of AR and MR. As this potential becomes more and more realized, engineers both operationally and from a training perspective may see their entire industries transformed by mixed reality. Where the traditional aviation training model leans heavily on memorization, the educational system is shifting the focus from what students learn to how well students can apply knowledge. As we redefine the aviation training environment through technology and innovation we can prepare NGAP to meet current workplace expectations and prepare for the challenges of tomorrow. For more information, you may contact Lori.Brown@wmich.edu.Fig. 6. WMU student practicing an engine start malfunction scenario in the classroom Fig. 7. New Aviation Textbook with Augmented Reality“ Whether or not you happen to be sharing a physical space, mixed reality allows you to see, listen, and talk to others while everyone involved sees the same holograms simultaneously. ”ICAO TRAINING REPORT – NUMBER 3 201725TRAINING WITH HOLOGRAMSAIRLINE-FOCUSED FLIGHT TRAINING ACADEMIESSome 6,500 pilots hired in 2016 were trained at professional academies that work directly with airlines to identify and meet their recruitment needs. These academies focus on creating professional pilots and, in general, over 90% of their graduates become airline pilots.UNIVERSITIES, MILITARY & BUSINESS AVIATIONApproximately 3,000 pilots came from military, business jet or university backgrounds. Some universities offer undergraduate programs in combination with commercial pilot training. However, a small portion of these individuals pursue a career as airline pilots.SMALL REGIONAL FLIGHT CLUBS & SCHOOLSSome 10,500 pilots came from smaller independent training organizations generally located at smaller airports and serving both recreational and commercial pilots. Less than 70% of these trainees become airline pilots.WHERE DO TODAY’S AIRLINE PILOTS COME FROM?Every year CAE works with more than 300 airlines and trains more than 120,000 pilots, connections that give them unique insights into both market and industry needs. After analyzing the requirements and projected growth in passenger air traffic, CAE revealed their insight to the broader industry through the Airline Pilot Demand Outlook publication they released in June 2017. Though we are sharing excerpts from their 10-year analysis here, the full publication is available online: www.cae.com/civil-aviation. In 2016, approximately 20,000 pilots entered the airline profession around the world from three main sources:201220164K6.5K201220163K4K2012201610.5K11KPILOT SUPPLY*26ICAO TRAINING REPORT – NUMBER 3 2017* Based on CAE analysisPILOT/AIRCRAFT RATIOSThe number of pilots required per aircraft is primarily determined by aircraft utilization and related regulations.All commercial aircraft require at least one licensed captain and a second pilot, who is either a captain or first officer, in the cockpit. To maximize aircraft utilization, airlines need to adequately crew their aircraft. The majority of today’s airlines fly fleets of regional aircraft, narrow-body jets and wide-body jets to serve a variety of short-, medium- and long-range routes with aircraft size and seat capacity optimized to match passenger demand.Over the last 10 years, the increase in aircraft utilization resulting from efficiency improvements has driven a slight growth in the average crew ratio and is expected to remain at a similar level over the next decade.Regional aircraft (typically 19 to 100 seats) are used mainly to link smaller markets to hub-and-spoke networks as well as shorter point-to-point routes. Regional pilots typically fly 30-minute to two-hour routes and rarely operate late at night. A crew will usually fly several sectors a day before reaching their daily flight time, duty time or operational limit.Wide-body jets (typically 220-plus seats) are primarily used for longer range non-stop domestic and intercontinental routes. Newgeneration aircraft are enabling airlines to profitably link more distant mid-sized citypairs with non-stop services. These more fuel-efficient wide-body aircraft can fly more than 15 hours non-stop and require the addition of relief pilots to meet regulationsand reduce crew fatigue.RegionalaircraftNarrow-bodyjetsWide-bodyjetsAVERAGE NUMBER OF PILOTS PER AIRCRAFT IN 2016*10Narrow-body jets (typically 100 to 220 seats) are widely used by network carriers and lowcost carriers (LCCs) on short- and mediumhaul routes of up to five to six hours, including overnight ‘red eye’ services.Today, narrow-body jets represent 55% of the global in-service fleet. This number is expected to grow to over 60% during the next 10 years.1116AIRLINE PILOT DEMAND27ICAO TRAINING REPORT – NUMBER 3 2017Next >