2009 HUMAN RESOURCE STUDY OF THE COMMERCIAL PILOT IN CANADA R.A. Malatest & Associates Ltd. Preliminary Results: Data Subject to Change ATAC Flight Training.

2009 HUMAN RESOURCE STUDY OF THE COMMERCIAL PILOT IN CANADA

R.A. Malatest & Associates Ltd.

Preliminary Results: Data Subject to Change ATAC Flight Training Presentation

November, 2009

Project Partners• CAMC, in partnership with ATAC and with funding

from the Government of Canada, has commissioned this study

• This project is overseen by a multi-stakeholder committee comprised of representatives from HAC, aviation operators, government departments, labour associations, and training organizations

• This presentation is a “sneak peak” of the preliminary findings – data is subject to change, and is not meant for distribution

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Presentation Overview

Background/ Purpose of the Study

Research Methodology

Context for the Study

Preliminary Key Findings

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Background

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Background

Purpose and ObjectivesThe Human Resources Study of the Commercial Pilot in Canada 2009

addressed the following four requirements: The development of a comprehensive overview of the industry

today, in particular, as it relates to commercial pilots and the air operator sector

An assessment of the supply/demand picture for commercial pilots today as well as a projected look at the picture in the years ahead. The analysis will include an assessment of society’s perception of aviation as a career

An assessment of the emerging skills, knowledge and attitudes, (i.e., the “KSAs”), that will be key if Canada is to maintain a viable, safe and competitive aviation industry.

An updated assessment of the ability and capacity of Canada’s flight training community to respond to the skills and training needs of the industry now and in the future. 5

Background

Methodology

Survey of fixed wing and helicopter operators and flight training units.Survey Participation Rates

Completions Pilots Represented Respondent Group

Valid Sample

Full Short*

Valid Response Rate

Survey Total

Percent Representation

Fixed Wing 787 168 129

Operator 622 118 129 41% 10,109 20,368 49%

Flight Training Unit 165 51 n/a 32% 472 1,878 25%

Helicopters 249 44 39

Operator 212 31 39 34% 920 4,230 22%

Flight Training Unit 37 13 n/a 35% 33 178 19%

*One to three pilots in the organization – full survey was not requested of these organizations

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Context for the 2009 study of commercial pilots in Canada

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This project is a Human Resource Study of the Commercial Pilot in Canada. It is intended to:

focus on the occupation of commercial pilot as it currently exists and as it will exist in the future

provide a comprehensive understanding and update of the domestic and global forces impacting Canada’s air aviation industry

Results by Key Theme

Attracting Youth to the Career Knowledge, Skills, and Attitudes Flight Training Programs – trends and

challenges, changes and innovation National Occupational Standards

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Attracting Youth to the Career

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Attracting Youth to the Career

Reasons for Pursuing Pilot Training

The most common reasons cited by FTUs that students choose to become a pilot is the challenge/love of flying, followed by prestige and the opportunity to travel

Pilots also noted that the most important factor that determines whether or not a pilot will actually pursue a professional career flying is whether they truly love to fly.

“There's only one reason to be a pilot, and that is if you absolutely love to fly. If you truly love to fly, being a pilot is the best job in the world.”

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Salary and employment opportunities were the least commonly cited reasons for becoming a pilot

Attracting Youth to the Career

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(FTU:E2) REASONS WHY STUDENTS CHOOSE TO BECOME A PILOT

8%

8%

23%

23%

39%

92%

10%

16%

25%

39%

59%

90%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Other

Em ploym entOpportunities

Salary

Opportunity to Travel

Pres tige

Challenge/Love ofFlying

Rotorcraft Fixed Wing

Source: Flight Training Unit Survey (question E2) “Based on your experience interacting with students, what attracts students to a career as a pilot? Select all that apply” n=51 Fixed Wing, n=13 rotorcraft

Reasons for Not Completing Flight Training Students are troubled by the financial investment required, without

guarantee of job security. Limited access to funding for education is a serious limitation for many

Comments from would-be pilots suggest that they commonly experience some degree of disappointment either in their training (cost or quality), in the job opportunities after graduation, and compensation(FTU:E1) TOP REASONS THREE PILOTS DO NOT FINISH TRAINING

46%

46%

91%

43%

57%

92%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Few Job Prospects

Low Pay Structure forPilots

Financing

Rotorcraft Fixed Wing

Source: Flight Training Unit Survey (question E1) “Based on your experience interacting with recent students, please indicate the top three reasons that student do not complete their pilot training. Indicate the top reason with a 1, the second with a 2, and the third with a 3”, n=49 Fixed Wing, n=11 RotorcraftNote: percentages are based on number of respondents who cited the reason in the top three

Attracting Youth to the Career

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One way to improve the odds of landing that critical first job as a pilot is for flight training units to provide assistance to students in this area

The least common resource provided by the FTUs was a job placement service for graduates’ first job

Most FTUs provide students with information related to career paths and job placements, but only 26% of fixed wing and 38% of rotorcraft FTUs incorporate career preparation in their curriculum

(FTU:E3) CAREER INFORMATION AVAILABLE TO PILOT CANDIDATES

23%

69%

54%

31%

62%

31%

69%

16%

22%

28%

31%

33%

45%

65%

0% 10% 20% 30% 40% 50% 60% 70% 80%

Job Placements

Job Search Information

School Qualifications

How to Choose a FlightTraining Program

How to Land a First Job

Career Path Informationfor Flight Instructors

Career Path Informationfor Pilots

Rotorcraft Fixed Wing

Source: Flight Training Unit Survey (question E3) “What types of informational resources are available at your training organization to prospective commercial pilots candidates? Select all that apply” n=51 Fixed Wing, n=13 Rotorcraft

Attracting Youth to the Career

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Knowledge, Skills and Attitudes

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Technical Skills Sought by Operators

Source: Operator Survey (question D1) “What KSAs do you look for when you hire pilots?” n=109 fixed wing, n=30 rotorcraft 15

53%

50%

50%

53%

80%

77%

47%

48%

51%

56%

64%

65%

0% 50% 100%

SMS/ SOS

Aerodynamics

De-icing/surfacecontamination

GPS

Meteorology

Navigation

Rotorcraft Fixed Wing

Navigation, meteorology, GPS, and de-icing/surface contamination are the most commonly sought skills by operators among new pilots

Technical Skills Deficient in Applicants

16Source: Operator Survey (question D1) “Are there any KSAs that are deficient in resumes or new recruits?” n=118 Fixed Wing, n=31 Rotorcraft. Note: percentages are based on respondents who cited the technical skill as required; they are not based on all respondents.

29%

27%

29%

19%

6%

6%

8%

8%

37%

37%

29%

15%

3%

7%

17%

8%

0% 40% 80%

Flight management systems (FMS)

Threat and Error Management(TEM)

SMS/SOS

De-icing/surface contamination

Aerodynamics

Global positioning system

Meteorology

Navigation

Rotorcraft Fixed Wing

Among those who noted the skill as required, the highest proportion of operators reported applicants deficient in glass cockpit familiarization, FMS, TEM, and safety management systems

Non-Technical Skills Over 75% of fixed wing and rotorcraft operators cited communication,

pilot decision making, teamwork, and situational awareness as required non-technical skills

More than 70% also cited English language proficiency and organizational skills

Of these, the highest proportion of operators reported that applicants are deficient in situational awareness and decision making

25%

9%

31%

11%

22%

10%

16%

6%

19%

14%

19%

11%

0% 40% 80%

Organizational Skills

English Language Proficiency

Situational Awareness

Teamwork

Decision Making

Communication

Rotorcraft Fixed Wing

Source: Operator Survey (question D1) “Are there any KSAs that you find are deficient in resumes or new recruits?” n=109 fixed wing, n=30 rotorcraft

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Flight Training Programs: Trends and Challenges, Changes and

Innovation

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Incidence of Formal Flight Training Curricula

(FT U :D 3A) FL IG H T T R AIN IN G U N IT S W IT H SPEC IF IC C U R R IC U LA

20%

28%

33%

29%

26%

24%

0% 20% 40%

S MS /S OS

Ae ro d yn a m ics

GP S

D e -ic in g /s u rfa ce co n ta m in a tio n

Me te o ro lo g y

N a vig a tio n

Relatively few FTUs have formal training curricula in the top skills sought by operators

Although 65% of fixed wing and 77% of rotorcraft operators cited navigation as a required skill, only 24% of FTUs have a formal curriculum to teach it

Source: Flight Training Unit Survey (question D3a) “Does your organization have a formal train the trainer curriculum to assist flight instructors to teach pilots in the following areas?” n=51 Fixed Wing

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Flight Training Programs - Trends

While less than 33% of FTUs have formal training curricula for the top 5 skills sought by operators, 66% of FTUs report incorporating more than Transport Canada’s requirements in their curricula

The two most commonly offered elements were additional adult learning (67% fixed wing and 50% rotorcraft), and training specific to teaching lesson plans and exercises in the simulator (56% and 75% respectively)

However, FTUs experience considerable barriers to developing formal curricula

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Flight Training Programs - Trends

Barriers to Developing Curricula The most common barrier cited in the survey was lack of

resource materials, with 43% of respondents citing this Lack of funds and lack of qualified instructors followed at 34%

and 26%.(FTU:D3B) BARRIERS TO DEVELOPING FORMAL CURRICULA

8%

8%

15%

31%

12%

26%

35%

45%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00%

Lack of Facilities

Lack of QualifiedInstructors

Lack of Funds

Lack of ResourceMaterials

Rotorcraft Fixed Wing

Source: Flight Training Unit Survey (question D3a/b) “Please specify what barriers you face to using a formal curriculum” n=51 Fixed Wing, n=5 Rotorcraft.

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Flight Training Programs - Challenges

Need for National Training Standards

Almost 85% of fixed wing operators and 83% of rotorcraft operators agreed or strongly agreed that FTUs should adopt a national training standard, and most said they would be interested in participating the development of a national curriculum

The largest portion (37% of fixed wing and 50% of rotorcraft) felt that development of the standards should be led by a joint committee (industry, training organizations, and the regulator - CAMC)

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Flight Training Programs - Changes

SMS: Training and ImpactTraining for SMS Overall, 48% of FTUs either currently or plan to teach

SMS design and implementation Only 20% of fixed wing FTUs have a formal curricula in

SMS or SOS Impact of SMS on Pilots’ Daily Work Environment

Improved safety, reporting, communication, and awareness were the most common positive impacts cited

More work was the most common negative impact cited

Almost 40% of both fixed wing and rotorcraft operators feel that there has been little impact to date, mostly because it’s too early to measure

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Flight Training Programs - Changes

Importance and Need for SMS

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Flight Training Programs - Changes

SMS will become an international requirement, and Canada has led the way in implementing these systems

Increasing number of liability and insurance requirements facing companies

“Crews are provided a structured and defined reporting and response system. Issues have been identified and resolved through the SMS” - Comment from operator survey

Synthetic Devices as a Tool in Training

Minimal number of hours can be gained in a synthetic device for credit toward license (10 for CPL)

Of those with an opinion, 59% of fixed wing and 50% of rotorcraft operators felt synthetic training devices were a positive substitute for flying hours

Alternate means of compliance for ATOs is a possibility, but there remains a challenge for non-ATO schools

Innovation in Training

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Access to and Use of Synthetic Training Devices

The majority of FTUs (76% of fixed wing and 77% of rotorcraft) have access to a synthetic training device

Most use these devices for IFR training only Fixed wing FTUs are more likely than rotorcraft to use

FTDs/ simulators in trainingFTU F3: Types of Sim ulation used for Training

31%

62%

69%

39%

26%

15%

0% 10% 20% 30% 40% 50% 60% 70%

Two crew training at theab initio level

For VFR training

For IFR training only

Fixed W ing Operators Rotocraft

Source: FTU Survey (Question F3): “How does your organization use simulators or FTDs for training?”, n=51 Fixed Wing, n=13 Rotorcraft

Innovation in Training

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National Occupational Standards

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69% of all operators who had an opinion about NOS believe it is important

The most commonly cited reason was to help define and maintain employee skill sets (88%)

Occupational standards have to address the nine essential skills – reading/writing/numeracy/communication/working with others, etc.

A list of needed occupational standards has been developed

Source: Operator Survey (question D6) “Is the development of clearly defined National Occupational Standards for professional pilots important for the aviation/helicopter industry? If yes, how might employers benefit from such standards” n=98 fixed wing (n=34 for responses to benefits), n=29 (n=15 with responses to benefits). Note: the percentages of the reasons are based only on those who said that standards are important.

National Occupational Standards

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57%

88%

59% 59%

Help Define andMaintain Employee

Skill Sets

Enhance CorporateImage by Adhering toNational Standards

Assist in IdentifyingTraining Needs

Make RecruitmentEasier

Pe

rce

nt o

f Re

sp

on

de

nts

All Operators

Thank You

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