CESSNA 162 SKYCATCHER
A Survey of Students, Pilots, and Instructors
October 2010
Copyright © 2010 Aircraft Owners and Pilots Association. All rights reserved.
Background
• W
ithmorethan400,000members,theAircraftOwnersandPilotsAssociation(AOPA)isthelargestaviation
associationintheworld.Asamembershiporganization,AOPAoffersawidearrayofinformationand
servicesforpilots,prospectivepilots,andaviationenthusiasts.Asanadvocacygroup,AOPAworkstirelessly
topreservethefreedomtofly.
•AkeycomponentofAOPA’sworkisadedicationtogrowingthepilotpopulation.Approximately60percent
ofthosewhoearnastudentpilotcertificateneverearnahigherpilotcertificate(e.g.,private,recreational,or
sport).Andmanymoredropoutbeforeeverobtainingastudentpilotcertificate—placingtheoverall
dropoutrateatanestimated70to80percent.
•AlthoughAOPA’sLet’s Go Flyingprogramisdesignedtoencourageprospectivepilotstobeginflighttraining,
AOPAfeltitwastimetotakeacloserlookatwaystohelpthosewhohavealreadybeguntrainingearnapilot
certificate.ThesemethodswouldcomplementtheFlight Trainingmagazineandwebsitethatcurrentlyserve
thestudentpilotaudience.
•Therearemanyopinionsaboutthestateofflighttrainingandhowtoimproveit,butAOPAdecideda
deeper,moreobjectiveunderstandingoftheflighttrainingexperiencewascriticaltothesuccessofany
effortstoimprovestudentretention.AspartoftheAOPAFlightTrainingStudentRetentionInitiative,AOPA
commissionedanindependentopinionresearchfirm,APCOInsight®,tomodeltheoptimalprimaryflight
trainingexperienceanddeterminewheretheactualexperiencefailstoliveuptostudents’expectations.
GENERAL
AVIATION
AWARENESS
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STUDENT
PILOT
RECRUITMENT
STUDENT
PILOT
RETENTION
PILOT
RETENTION
Research Objective
Beyond Customer
Satisfaction
Willbetteralignmentwith
studentexpectationsimprove
successrates?
Thisresearchprogramenabled
keyaudiencestodefinetheoptimal
trainingexperienceandsuggest
alignmentstrategies.
QUALITATIVE RESEARCH
Focus groups with students, pilots, instructors, and flight school managers to create a
comprehensive list of attributes associated with the optimal flight training experience
QUANTITATIVE RESEARCH
A random-sample survey of students, pilots, and instructors to measure perceptions
of the attributes identified in the qualitative research
STATISTICAL MODELING
A process designed to isolate the factors that describe the optimal flight training
experience, measure relationships between those factors, determine relative impact of
each factor, and measure flight training providers’ performance on the factors
The Flight Training Model
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Research Methodology
Qualitative Research Methodology
•Thequalitativeresearchfocusedonthesharedsetofexperiencesandchallengesofallfourgroups.Recognizing
thateachgrouphasanimportantperspectiveonthesamesetofissues,focusgroupfindingswereimportantin
developinganinitiallistofattributestodescribetheoptimalflighttrainingexperience.
STUDENT PILOTS
(CURRENT AND LAPSED)
FLIGHT INSTRUCTORS
(2) TWO-HOUR
FOCUS GROUPS
WITH EACH
AUDIENCE—ONE
IN DALLAS AND
ANOTHER IN
CHICAGO
PILOTS
FLIGHT SCHOOL
OWNERS/MANAGERS
Quantitative Research Methodology
•Thequantitativeresearchfocusedontestingtheattributestodevelopacomprehensivemodel.Threeof
thefourgroupsweresampledinthesurvey(flightschoolowners/managerswerenotincludedbecausesome
hadnotexperiencedprimaryflighttraining).
SPECIFICATION
DESCRIPTION
DETAILS
Sample Frame
Audience being surveyed
Students (Current and Lapsed),
Pilots, Instructors
Sample Design
Sample Size
Sampling Error
Confidence Interval
Data Collection
Incidence
Source of sample universe
Random sample
Margin of error
Attain margin of error
Mode of conducting interviews
Level of effort needed to reach eligible respondents
Listed sample from FAA Database
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N = 1,000
3.0%
95%
Telephone and Online
47%
Sample Characteristics
Percentages are rounded to the nearest whole number. As a result, some groups may total more or less than 100%.
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CIRRUS SR20 GTS
The Flight Training Environment
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Flight Training Information Sources
Information Sources
Internet/Online
17%
Friend/Family Member/Colleague
16%
Local Airport/Drove by the Airport
16%
School/Community College/
Teacher
15%
Word of Mouth/Referral
14%
Contacted Local Flight School/
Yellow Pages
13%
Pilots/Know a Pilot
12%
Magazines/Newsletters/
Newspapers/Books
10%
AOPA/AOPA Magazines/
AOPA Website
4%
Air Force/Military
4%
Other
None
*
*
*
*
•Thekeyinformationchannels
areperson-to-person
•Traditionaladvertising
venuesarestillimportant:
27percentsoughtinformation
fromads
•ThemovetotheInternetis
alsoapparent
•However,57percent*report
theysoughtinformationon
flightinstructionfroma
personal source
12%
1%
Q1. When you decided to learn to fly, what sources of information did you rely on to find flight instruction?
Open-ended question: Chart reflects multiple, verbatim responses therefore aggregate total will be more than 100%.
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Primary Reason for Flight Training
•Alargemajorityofpilotsandstudentsinitiallysoughttrainingforrecreationalreasons
•Onlyaboutone-thirdwereprimarilydrivenbybusinessorprofessionalinterests
•Lapsedstudentsareparticularlyfocusedonrecreation
•AlthoughallstudentsmustmeetthesameFAAPracticalTestStandards,flightschoolsandinstructors
shouldadapttrainingapproachesbasedonastudent’smotivation(e.g.,recreationalversusprofessional)
Primary Reason for Flight Training
65%
29%
5%
Recreational Reasons
Lapsed Students
Females
Part 141 Students
81%
76%
44%
2%
Business Reasons
Commercial Pilots
Professional Pilot Reasons
8%
Flight Instructors
Current Students
Other
50%
25%
STATISTICALLY SIGNIFICANT SUBGROUPS
(Only groups with significant differences are shown)
Q2. Did you seek flight training primarily for recreational reasons, business reasons, or to work professionally as a pilot?
Percentages are rounded to the nearest whole number. As a result, some groups may total more or less than 100%.
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Profiles of Flight Instruction
•Independentinstructorsareacommonproviderofflighttraining
•OnlyoneinfiveattendedaPart141flightschool
Profiles of Flight Instruction
63%
35%
28%
22%
15%
Independent Instructor
One Instructor
Throughout
Training
41%
Part 61 Flight School
Males
Flight Instructors
29%
38%
Part 141 Flight School
Other/Something Else
Five or More
Instructors During
Training
Lapsed Students
40%
STATISTICALLY SIGNIFICANT SUBGROUPS
(Only groups with significant differences are shown)
D3. In your private pilot training experience, did you take lessons with an independent instructor, a Part 61 flight
school, a Part 141 flight school, or something else?
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Percentages are rounded to the nearest whole number. As a result, some groups may total more or less than 100%.
24%
Strong Internet Usage Patterns
•Nearlytwo-thirdsreporttheyseekinformationaboutflighttrainingfromonlinesources
•Respondentsreportadiversearrayofwebsitescommonlyvisited
Get Flight Training Information Online
Websites Visited
62%
37%
AOPA/AOPA Forums
68%
FAA/FAA Safety Website
13%
EAA
12%
AVweb
Online Flight Planners
Training/Study/Student/
Flight School (non-specific)
Yes
Males
No
64%
Lapsed Students
58%
7%
3%
3%
AirNav
2%
Barnstormers
2%
Sporty’s
2%
Aviation Weather
2%
Other
Don’t Know
21%
6%
STATISTICALLY SIGNIFICANT SUBGROUPS
(Only groups with significant differences are shown)
D9. Do you regularly go to any websites to
read about flying or flight training?
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D10. Which websites do you go to?
Open-ended question: Chart reflects multiple, verbatim responses therefore aggregate total will be more than 100%.
A Strongly Positive Experience
Overall Experience
95%
•Clearly,theuniqueexperience
oflearningtoflyisinherently
rewardingtoallaudiences
Somewhat
26%
Very
•Nearly70percentreporta
“verygood”experience
•Evenlapsedstudentsreport
afavorableexperience
69%
4%
Good
Commercial Pilots
Current Students
Flight Instructors
Lapsed Students
1%
3%
Bad
98%
97%
94%
92%
Lapsed Students
Flight Instructors
Current Students
Commercial Pilots
7%
5%
3%
2%
Q3. And generally speaking, would you characterize the experience
you had in primary flight training as very good, somewhat good,
somewhat bad, or very bad?
Percentages are rounded to the nearest whole number. As a result, some groups may total more or less than 100%.
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•Notwithstandingthelitany
ofcomplaintsheardinthe
focusgroups,the overall
experience of flight training
carries significant value and
can mitigate quality issues
Most Favorable Training Elements
Characteristics of Primary Flight Training
% Very Good
People at the school are
friendly and attentive
71%
The airplanes are ready
to fly when scheduled
68%
My flight instructor is
organized and professional
66%
I can schedule lessons when
they’re convenient to me
65%
My flight instructor is a
very effective teacher
64%
I feel like I’m part of a special
aviation community
61%
I receive good value for my money
61%
Everyone at the school is seriously
committed to student success
61%
*
•Respondentsreportpositive
experiencesformost
elementsoftheirflight
trainingexperience
•Thepersonalthings*matter:
Studentsreportbeing
treatedwellbyflightschools
*
•Focusgroupssuggested
thatexclusivityandinclusion
inanachievement-oriented
aviationcommunityare
powerfulthemes
*
Q4. Here are some characteristics of primary flight training that you will probably remember. As I describe each one,
please tell me if your experience was or has been very good, somewhat good, somewhat bad, or very bad.
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Least Favorable Training Elements
Characteristics of Primary Flight Training
% Very Good
The facilities are organized and useful
55%
The training aids are useful
52%
The school clearly explained
how much training would cost
52%
The condition and appearance
of the airplanes are good
50%
I received important help in
preparing for my FAA written test
50%
The school clearly explained how
much time it would take to finish
49%
Rates and prices are reasonable
47%
•Althoughstillfavorable,
respondentsreportlower
satisfactionwithmore
management-typeelements
oftheexperience:Whatthe
schoolislikeandhowclearly
theyareexplainingthings
•Notsurprisingly,information
andcostissuesdropintoless
than50percent“verygood”
Q4. Here are some characteristics of primary flight training that you will probably remember. As I describe each one,
please tell me if your experience was or has been very good, somewhat good, somewhat bad, or very bad.
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Drivers of Positive Experience
Beta Coefficient
My flight instructor is a
very effective teacher
0.302
My flight instructor is
organized and professional
0.226
I receive good value for my money
0.108
People at the school are
friendly and attentive
0.084
Everyone at the school is seriously
committed to student success
0.076
The training aids are useful
0.071
I can schedule lessons when
they’re convenient to me
0.061
•Regressionanalysisindicates
thatsevenspecificelements
arestatisticallypredictive
ofapositiveflighttraining
experience
•It’sallabouttheinstructor—
it’sadecisiverelationship
The condition and appearance
of the airplanes are good
The airplanes are ready to fly when scheduled
The facilities are organized and useful
Rates and prices were reasonable
I feel like I’m part of a special
aviation community
I received important help in
preparing for my FAA written test
The school clearly explained how
much time it would take to finish
The school clearly explained how
much training would cost
Not significant at the
95% confidence level
•However,severalelements
thatarefunctionsofschool
managementalsoarekey
driversoftheexperience
Dependent variable: Q3 (Flight School Favorability) / Independent variable: Q4 series (Flight School Charactersitics) R2 = .507
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Positive Aspects in Their Words
Best Aspects
Positive Aspects
Enjoyment of Flying/Being in the Air
31%
High-Quality Flight Instruction
21%
Learning How to Fly
18%
Building Confidence Through
Flight Challenges and Achievement
16%
Flying Solo/Being Alone in the Air
13%
Being a Member of Aviation Community
8%
The Whole Experience
4%
Cross-Country Flying/Flights
4%
Freedom/Independence
3%
Location/Close to Home
3%
Other
11%
Don’t Know
*
*
*
*
*
1%
Q5. Thinking about your flight training experience, what was the best aspect of it?
Open-ended question: Chart reflects multiple, verbatim responses therefore aggregate total will be more than 100%.
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•Thesheerenjoymentofflying
isanimportantattributethat
shouldbeemphasizedinflight
training
•However,overhalf*of
thosesurveyedcitedan
“achievement-oriented”
attributemostfavorably
Negative Aspects in Their Words
Negative Aspects
Cost/Expense/Finances/Money
Poor or Unclear Instructions/Training
20%
17%
Bad Weather
8%
Difficulty Learning How to Fly
8%
Scheduling/Time Conflicts/Instructor Availability
7%
Long Hours/Time Commitment
6%
Old Equipment/Poor Aircraft Quality
5%
Too Many Different Instructors
4%
Ground School/Bookwork
3%
FAA Regulations/Air Traffic Control
2%
Didn’t Finish
2%
Nothing
Other
Don’t Know
•Costsareadominant
concern
•However,thequalityof
instructionisapersistent
issueandaweaklinkin
thechain
•Schedulingissuesand
otherdelaysalsowere
commonconcerns
16%
9%
1%
Q6. And what was the most negative aspect of your flight training experience?
Open-ended question: Chart reflects multiple, verbatim responses therefore aggregate total will be more than 100%.
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DIAMOND DA20
The Flight Training Model
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Flight Training Model Factors
Second-Order Factors
First-Order Factors
Instructor Support
•Thequalitativeresearchidentified67
discreteattributesthatdescribedthe
optimalflighttrainingexperience
EDUCATIONAL
QUALITY
•Inthequantitativesurvey,respondents
ratedthequalityoftheirflighttraining
experiencealongall67attributesona
10-pointscale
•Statisticalanalysisidentified47
attributesthataredecisive—
correlatinginto11discretefirst orderfactors(20attributesfellfrom
themodel)
•Correlationsbetweenfactorgroups
definedfourbroaderthemes(secondorderfactors)
Instructor Effectiveness
Organized Lessons
Test Preparation
Additional Resources
Value
CUSTOMER FOCUS
Scheduling
Quality Aircraft
COMMUNITY
INFORMATION SHARING
Aviation Community
Recognition
Information Sharing
Optimal
Flight Training
Experience
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Flight Training Model Attributes
CUSTOMER FOCUS
EDUCATIONAL QUALITY
Instructor Support
• Flight instructors maintain a professional demeanor
• Offers good compensation and benefits to instructors to
encourage good performance
• Has more-experienced instructors occasionally ride along
to review your instructor’s teaching methods
• Flight instructors have effective teaching skills
• Follows a well-organized syllabus that clearly describes
each lesson
• Has well-qualified and experienced instructors
• Flight instructors are available between lessons to discuss
flight training
• Flight instructors demonstrate commitment to safety
• Establishes personalized lesson plans based on the
student’s learning style
• Carefully interviews each student to help select the right
instructor
• Flight instructors ensure students understand (and are
prepared for) each lesson
Instructor Effectiveness
• Flight instructors spend extra time with students to
answer questions
• Flight instructors demonstrate a commitment to student
success at each stage of training
• Flight instructors review lessons with student before and
after each flight
• Plans each lesson carefully to make efficient use of time
and save money
• Seeks input from students about the quality of their
training experience
Value
• Offers good value and competitive pricing
• Offers discounts to encourage new pilots to seek
advanced ratings
• Avoids covering material in flight that could be covered
less expensively on the ground
• Provides practice written tests at no cost
• Guides students to free online learning resources
• Allows students to sit in the back for free during other
flight lessons to expand their learning
• Creates opportunities for low-cost group ground
school sessions
• Offers flight simulator time to students at low cost
Scheduling
COMMUNITY
INFORMATION SHARING
Aviation Community
• Makes students feel welcome in the aviation community
• Creates an atmosphere that makes students feel part of
something special
• Hosts events and parties for students and new pilots
• Has common area to socialize and learn from other pilots
Recognition
• Announces student milestones—like first solo flights—in
newsletters and on school website
• Provides certificates for student achievements during the
training process
• Hosts open houses and events recognizing student
milestones
Information Sharing
• Provides statistics on student success rates at the school
• Discloses the qualifications and experience level of
all instructors
• Shares student success stories and offers references
from other students
• Provides realistic estimate of time and costs required
for a pilot certificate
• Keeps scheduling commitments made to the student
• Offers flexible scheduling to accommodate
student’s schedule
• Schedules in advance to ease student’s planning
Quality Aircraft
• Offers new pilots opportunities to fly more
advanced aircraft
• Offers aircraft with modern equipment
• Keeps aircraft well maintained so they are
available when needed
Second-Order Factors
First-Order Factors
Instructor Support
EDUCATIONAL
QUALITY
Instructor Effectiveness
Organized Lessons
Test Preparation
Additional Resources
Value
Organized Lessons
• Varies flight routes and destination airports during
lessons
• Ensures that lessons are organized and that the student
isn’t rushed
CUSTOMER FOCUS
Quality Aircraft
Test Preparation
• Invites designated FAA examiners to meet with students
throughout the training process to get acquainted
• Prepares students to meet all Practical Test Standards for
their checkride
Additional Resources
• Provides doctor lists and guidance to help student obtain
a medical certificate
• Directs students to online flight planners and other useful
websites
Scheduling
COMMUNITY
INFORMATION SHARING
Aviation Community
Recognition
Information Sharing
Optimal
Flight Training
Experience
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FLIGHT DESIGN CTLS
Factor Descriptions
20
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Instructor Support
Thisfactorisabouttheflight
school,nottheinstructor.
Schoolsmustsupportandtrain
theirinstructors,arrangea
goodstudent-instructormatch,
measuresuccess,andensure
standardsofprofessionalism
aremet.
SHARING
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Instructor Effectiveness
It’sallabouthowtheflight
instructorsinteractwiththeir
students,includingpre-andpostflightbriefings,anddemonstrate
theircommitmenttostudent
success.
SHARING
22
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Organized Lessons
Thisfactordescribeshoweach
lessonisorganizedtoenhance
studentlearning.
Organizedlessonskeeptraining
interesting,efficient,anddon’t
rushthestudent.
SHARING
23
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Test Preparation
Moststudentsloatheboththe
writtentestandtheircheckride.
Thisfactordescribeshowschools
easetheprocessforcheckrides
bycarefullypreparingstudents.
SHARING
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Additional Resources
Studentsaren’tpluggedinto
resourcesthatmanypilotstake
forgranted.
Directingstudentstoother
resourcesandwebsites,and
helpingthemobtaintheirmedical
certificatesisimportant.
SHARING
25
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Value
Valuemeansfarmorethanprice.
Schoolsshouldseekwaysto
stretchthestudent’sdollar,
offerfreeorlow-costlearning
opportunities,anddemonstrate
they’rebillingthestudentfairly.
SHARING
26
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Scheduling
Akeyvaluepropositionis
simplifyingthechallengestudents
haveinscheduling.
Beingflexibleandscheduling
lessonsinadvancereallyhelps.
SHARING
27
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Quality Aircraft
Studentsexpecttotrainin
clean,well-maintained,and
reliableaircraft.
Theyalsowantrelativelymodern,
up-to-dateequipment.
SHARING
28
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Aviation Community
Thereisgreatprideinbeing
admittedtoanaviation
“community”thatshares
asenseofaccomplishment.
SHARING
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Recognition
Studentsattachimportanceto
havingtheiraccomplishments
recognizedbyothers.
Schoolsandinstructorsshould
facilitatethisrecognition.
SHARING
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Information Sharing
Studentsareataknowledge
disadvantageandseekreal-world
estimatesoftimeandexpense
involvedinflighttraining.
Studentsexpecttosee
qualificationsandtheexperiences
othershavehad.
SHARING
31
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LIBERTY XL2
Model Output
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Output: Measures that Matter
Themodelprovidesthree separate measurementsthatcanbetrackedovertime:
Impact Scores
•Measurestheextenttowhicheachfactordrivestheoverallexperience.
• Thesescoresarepresentedinpercentagetermstoindicatetherelative
strengthofeachfactor.
Performance Scores
•Depicthowwelltheflighttrainingexperienceperformsalongeachofthe
11first-orderfactors.
•Thescoreisbasedonascalefromoneto10.
Index
•Anoverallmeasureoftheflighttrainingexperiencethatcanbe
usedforbenchmarkingpurposes.
• Theindexisanumberbetween10and100thattakesintoaccount
theimpactandperformancescoresofallofthefactors.
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Strengths
and Weaknesses
Strengths
and Weaknesses
IMPACT SCORE*
INDEX SCORE: 64.1
PERFORMANCE SCORE *
Instructor Support
Value
Instructor Effectiveness
Information Sharing
Scheduling
Aviation Community
Recognition
Organized Lessons
Test Preparation
Quality Aircraft
Additional Resources
*Relative strength of the factor in driving overall satisfaction.
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*Performance Score scale lines represent confidence interval of .169
Strengths
and
Weaknesses
Factor Impact
IMPACT SCORE*
INDEX SCORE: 64.1
Instructor Support
Value
Instructor Effectiveness
Information Sharing
Scheduling
Aviation Community
Recognition
PERFORMANCE SCORE *
•Themostsignificantdriver—
“InstructorSupport”—relates
tohowwellschoolssupport
andmanagetheirinstructors.
•“InstructorEffectiveness”
alsoiskey:Howwelldo
instructorsdotheirjob?
•Otherexpectationson
“Value”(helpingstudents
savemoney)and
“InformationSharing”(full
andrealisiticdisclosure)
arehigh-impact.
Organized Lessons
Test Preparation
Quality Aircraft
Additional Resources
*Relative strength of the factor in driving overall satisfaction.
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*Performance Score scale lines represent confidence interval of .169
Strengths
and
Weaknesses
Factor Performance
IMPACT SCORE*
•Performancefigures(how
wellthefactordescribes
theirexperience)isthe
highestamongthehigher
impactfactors
•Thisisagoodalignmentthat
suggeststheindustryisplaying
toitsstrengths
•However,noperformance
scoregoesmuchbeyond
thescalemidpoint,which
indicatesamoderately
positivealignmentwith
theirexperiences
INDEX SCORE: 64.1
PERFORMANCE SCORE *
Instructor Support
Value
Instructor Effectiveness
Information Sharing
Scheduling
Aviation Community
Recognition
Organized Lessons
Test Preparation
Quality Aircraft
Additional Resources
*Relative strength of the factor in driving overall satisfaction.
36
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*Performance Score scale lines represent confidence interval of .169
Reputation Drivers
Reputation Drivers
••Thefactorscomprising“EducationalQuality”drivenearlyhalfoftheoverall
The factors comprising “Educational Quality” drive nearly half of the overall
assessmentofflighttraining.
assessment of flight training.
•Ineffect,qualityeclipsescost/valueformost.It’sachallengetotheindustry
• todemonstratetheexperienceisworththeprice.
In effect, quality eclipses price/value for most; a challenge to the industry to
demonstrate that the process is worth paying for.
Educational
Quality
Educational Quality
45%
Customer
Focus
28%
Information
Sharing
13%
Customer
Focus
Community
Information
Sharing
Total
Students
Pilots
Instructors
37
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Flight
Training
Message
Flight
Training
Message
Matrix
Value
(6.38, 14.2%)
Instructor Support
IMPORTANT
MORE IMPORTANT
WEAKNESS
(6.49, 14.9%)
Instructor Effectiveness
(6.50, 13.2%)
Information
Sharing
(6.33, 8.0%)
Recognition
Aviation Community
(6.20, 6.8%)
(6.32, 7.5%)
7.5%
Organized Lessons
(6.30, 5.3%)
Quality Aircraft
(6.33, 5.7%)
Additional Resources
(6.41, 6.1%)
(6.31, 5.3%)
LESS IMPORTANT
STRENGTH
Test Preparation
•
Play to strength or
mitigate weakness?
•
The flight training
industry is, in fact,
well aligned; doing
•Playtostrengthsormitigate
important things
the
weaknesses?
well.
Scheduling
IMPORTANT
LESS IMPORTANT
WEAKNESS
WEAKNESS
MORE IMPORTANT
STRENGTH
Relative Impact
6.33
Matrix
•Theflighttrainingindustry
• iswell-aligned(doingthe
Where is the lowhanging fruit to
importantthingswell).
enhance student
•Toenhancestudent
commitment to
commitment,recallthe
complete training?
passion:“Recognition”
• and“Community”are
Recall the passion:
“Recognition” and
obviousplaceswhere
initiativescanbeundertaken.
“Community” are
obvious places
Relative Performance
Matrix depicts each factor’s performance and impact relative to the other factors.
Matrix midpoints represent the median performance and impact score.
Coordinates represent [Performance Score/Impact Score].
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where initiatives can
be undertaken.
Students:
Important
Weaknesses
Flight
Training
Message
Matrix
Students:
Important
Weaknesses
6.49
6.33
Value
(6.38, 14.2%)
MOREIMPORTANT
IMPORTANT
IMPORTANT
MORE
IMPORTANT
MORE
WEAKNESS
WEAKNESS
WEAKNESS
(6.45, 14.2%)
Instructor
Effectiveness
Instructor
Support
(6.66,
(6.49, 15.0%)
14.9%)
MORE
IMPORTANT
MOREIMPORTANT
IMPORTANT
MORE
STRENGTH
STRENGTH
STRENGTH
InstructorEffectiveness
Support Information
Instructor
(6.60,
13.4%)
(6.50, 13.2%)
Sharing
Information
(6.78, 12.2%)
Sharing
Recognition
(6.30, 7.9%)
Scheduling
Aviation
Community
(6.33,
8.0%)
(6.41,
7.5%)
7.5%
Recognition
Quality Aircraft
Aviation Community
Scheduling
(6.54,
6.2%)
(6.47, 6.5%)(6.32, 7.5%)
Organized
Lessons
Test Preparation
Test Preparation
(6.41, 6.1%)
(6.28, 6.3%)
(6.30, 5.3%)
Organized Lessons
Additional Resources
Quality Aircraft
(6.58, 5.2%)
(6.49, 5.6%)
(6.33, 5.7%)
Additional Resources
••
•
•
•
LESSIMPORTANT
IMPORTANT
IMPORTANT
LESS
IMPORTANT
LESS
WEAKNESS
WEAKNESS
WEAKNESS
WEAKNESS
(6.20, 6.8%)
(6.31, 5.3%)
LESS
IMPORTANT
LESSIMPORTANT
IMPORTANT
LESS
STRENGTH
STRENGTH
STRENGTH
Relative Impact
Value
Relative Performance
Matrix depicts
depictseach
eachfactor’s
factor’s
impact andand
performance
relative
the other
factors. Matrix midpoints
Matrix
performance
impact relative
to thetoother
factors.
represent
the median
impact
and performance
score.
Matrix
midpoints
represent
the median
performance
and impact score.
Coordinates represent [Performance Score/Impact Score].
Coordinates represent [Impact Score/Performance Score].
39
Copyright © 2010 Aircraft Owners and Pilots Association. All rights reserved.
•
•
Play
Play to
to strength
strength or
or
mitigate
weakness?
mitigate weakness?
“Value”
slips
into th
The flight
training
industry is, in fact,
“important
well aligned;quadran
doing
•“Value”slipsintothe
weakness”
the important things
“ImportantWeakness”
for
students.
quadrantforstudents
well.
“Community” is also
Where is the low•“Community”alsoismore
more important for
hanging fruit to
importantforstudents,even
students
even
as th
student
enhance
astheindustry’s
industry’s
performanceisweak
commitment
to
performance
is
complete training?
•Corestrengthsremain
Recall
the passion:
weak.
“EducationalQuality,”and
“Recognition”
“InformationSharing”
Core
strengthsand
“Community”
remain
qualityare
obvious places
education
and
where initiatives can
information
sharing
be undertaken.
Flight
Training
Message
Lapsed
Students
vs. Pilots
Lapsed
Students
v. Pilots
Lapsed Students v. Pilots
Mat
MORE IMPORTANT
IMPORTANT
WEAKNESS
(6.57, 12.6%)
(5.98, 6.1%)
(5.98, 6.1%)
(6.39, 8.0%)
(6.39, 8.0%)
(6.25, 5.3%)
(6.25, 5.3%)
(6.19, 3.7%)
(6.19, 3.7%)
Relative
Relative Performance
Performance
Copyright © 2010 Aircraft Owners and Pilots Association. All rights reserved.
the imp
Instructor
Support
Instructor
Su
Instructor
Support
Instructor
Su
(6.50,
22.0%)
(6.50,
22.0%
22.0%)
(6.50,
22.0%
Information(6.50,
MORE
MOREIMPORTANT
IMPORTANT
WEAKNESS
WEAKNESS
(6.36, 17.6%)
(6.35, 14.4%)
(6.35, 14.4%)
(6.44, 12.3%)
(6.44, 12.3%)
(6.45,
10.5%)
(6.45,
10.5%)
(6.45,
10.5%)
(6.45,
10.5%)
(6.23, 4.6%)
(6.23, 4.6%)
(6.34, 5.7%)
(6.34, 5.7%)
(6.33, 5.2%)
(6.33, 5.2%)
(6.25, 1.3%)
(6.25, 1.3%)
Relative Performance Relative
Relative Performance
Performance
Matrix depicts each factor’s performance and impact relative to the other factors.
Matrix midpoints represent the median performance and impact score.
Coordinates represent [Performance Score/Impact Score].
40
The
indu
well
Information
Sharing
Sharing
(6.36,
17.6%)7.5%
(6.31, 6.8%)
(6.31, 6.8%)
LESS
LESSIMPORTANT
IMPORTANT
WEAKNESS
WEAKNESS
LESS
LESSIMPORTANT
IMPORTANT
WEAKNESS
WEAKNESS
Scheduling
Recognition
Scheduling
(6.07, 6.9%)
Recognition
(6.08, 7.1%)
(6.07, 6.9%)
(6.08, 7.1%)
Test
Preparation
Test Preparation
(6.32, 12.6%)
(6.32, 12.6%)
Relative
RelativeImpact
Impact
LESS IMPORTANT
IMPORTANT
WEAKNESS
WEAKNESS
(6.09, 7.6%)
mitigate
well
(
(
• Whe
Scheduling
Scheduling
Information
Recognition
Value
Aviation
Community
Value han
(6.20,Information
6.8%)
Sharing
(6.32, 7.5%)
Sharing
Organized Lessons
Test Preparation
(6.41, 6.1%)
Instructor
Effectiveness
enh
Instructor
Effective
Aviation
Community
Quality
Aircraft
(6.30,
5.3%)
Instructor
Effectiveness
Instructor
Effective
Aviation
Community
Quality Aircraft7.6%
Quality
Aircraft
7.8%
7.6%
7.8%com
(6.33, 5.7%)
Additional
Resources
Recognition
Organized
Lessons
Recognition
Organized Lessons
(6.31, 5.3%)
Additional
com
Additional Resources
Resources
Additional
Resources
Additional
Resources
Quality
Quality
Aircraft
• Recall t
Organized
Lessons
Aircraft
Organized Lessons
Test
Prepara
Test
Preparation
Test
Prepara
Test Preparation
“Rec
“Com
obvi
6.60, 13.4%)
6.60, 13.4%)
Aviation
Community
Aviation
Community
(6.09,
7.6%)
Play
LESS IMPORTANT
STRENGTH
MORE
MOREIMPORTANT
IMPORTANT
WEAKNESS
WEAKNESS
(6.15, 13.9%)
6.35
6.35
Instructor
Effectiveness
Instructor
Effectiveness
(6.35,
16.3%)
(6.35, 16.3%)
Scheduling
Instructor
Support
(6.33, 8.0%)
Instructor Support
LESS
LESSIMPORTANT
IMPORTANT
STRENGTH
STRENGTH
Relative
RelativeImpact
Impact
Value
Value
(6.15,
13.9%)
Pilots
Pilots
MORE
MOREIMPORTANT
IMPORTANT
STRENGTH
STRENGTH
Relative Impact
Lapsed
Lapsed Students
Students
6.19
6.19
MORE IMPORTANT
STRENGTH
•Themostapparentchallengeforlapsedstudentsrelatesto“CustomerFocus.”There’s
adramaticdifferencebetweenlapsedstudentsandsuccessfulpilotsonthe“Value,”
“Scheduling,”and“QualityAircraft”factors.
6.33
•• The
relates
Value to
The most
most apparent
apparent challenge
challenge for
for lapsed
lapsed students
students
relates
to value.
value.
(6.38, 14.2%)
•
•Although92percent*oflapsedstudentsremembertheiroverallflighttrainingexperience
Instructor
Support
•• Dramatic
on
this
Dramatic difference
difference between
between successful
successful pilots
pilots and
and lapsed
lapsed students
students(6.49,
on 14.9%)
this factor.
factor.
favorably,theirperformanceratingsfor“TestPreparation,”“Value,”“Scheduling,”and
“AviationCommunity”weremarkedlylowerthanpilotswhocompletedtraining.
•• Scheduling
for
students.
Effectiveness
Scheduling is
is also
also an
an area
area of
of poor
poor performance
performance Instructor
for lapsed
lapsed
students.
•
(6.50, 13.2%)
*See“AStronglyPositiveExperience”(Page11)
Information Sharing
0.5%)
(6.52,(6.52,
0.5%)
0.5%)
(6.52,(6.52,
0.5%)
where in
be u
PIPER WARRIOR
Issues and Initiatives
41
Copyright © 2010 Aircraft Owners and Pilots Association. All rights reserved.
Training Reform Proposals
Proposals
Establish a standardized training syllabus
that is carefully followed
Provide opportunities for students to get
involved in the aviation community
Improve the professionalism of flight instructors
22%
Improve flight school customer service
•Manyarehighlypolarizing,
includinglower-costtraining
options
+1%
25%
-5%
30%
9%
20%
•Aggregatedatashowwide
variancesinhowproposals
areperceived
+2%
20%
13%
Least important issue
+14%
15%
12%
Promote lower-cost flight training options,
like the sport pilot certificate
Top issue
29%
•Establishingabetter
standardizedsyllabusis
akeypriority
-11%
Q10. Here are several issues that pilots have said are priorities for flight traning. Please indicate which ONE issue
would be your TOP concern — that is, which one issue do you consider to be the most important?
Q11. And still thinking about the same issues, which ONE among them would be the LEAST important?
That is, which would be your last priority?
Percentages are rounded to the nearest whole number. As a result, some groups may total more or less than 100%.
42
Copyright © 2010 Aircraft Owners and Pilots Association. All rights reserved.
REMOS GX
Summary
43
Copyright © 2010 Aircraft Owners and Pilots Association. All rights reserved.
Key Findings
State of Play
•Recreationalgoalsarethemostcommon
reasonforlearningtoflyandmoststudents
learnoutsidethePart141environment
•Studentscometotheprocessthroughreferrals
andplaceapremiumonpersonalinteractionwith
theaviationcommunity
•Theflightinstructor’sperformanceis
especiallyimportant
A Unique Experience
•Flyingandthesenseofaccomplishmentit
deliversisapowerfulinfluencethatmitigates
qualityissuesandresultsinanoverallpositive
experience
•Thenotionofan“aviationcommunity”that
sharesthisexperienceisakeymotivatorand
emergedasadistinctideainthemodel
44
Copyright © 2010 Aircraft Owners and Pilots Association. All rights reserved.
The Flight Training Model
Overview
•Elevendistinctfactorsemergedtodefine
theexpectationsstudentshaveforthe
flighttrainingexperience
Second-Order Factors
First-Order Factors
Instructor Support
EDUCATIONAL
QUALITY
Instructor Effectiveness
Organized Lessons
Test Preparation
Additional Resources
Value
CUSTOMER FOCUS
Scheduling
Quality Aircraft
COMMUNITY
INFORMATION SHARING
Aviation Community
Recognition
Information Sharing
Optimal
Flight Training
Experience
45
Copyright © 2010 Aircraft Owners and Pilots Association. All rights reserved.
•Theyarecorrelatedintofourbroadareas:
•EducationalQuality:Offeringeffective
trainingfromprofessionalinstructorswho
arededicatedtostudents’success
•CustomerFocus:Demonstrating
professionalisminfacilities,equipment,
andengagementwiththestudenttoadd
valuetotheexperience
•Community:Emphasizingsocial
connectionsandrecognizing
accomplishments
•InformationSharing:Equalizingthepower
relationshipbetweenflighttraining
providersandstudents—educatingand
empoweringtheconsumer
Where’s
the
Low-Hanging
Fruit
Low-Hanging
Flight TrainingFruit?
Message M
6.33
6.33
Can we raise commitment
levels by a direct appeal to
these values?
46
Copyright © 2010 Aircraft Owners and Pilots Association. All rights reserved.
MOREIMPORTANT
IMPORTANT
MORE
IMPORTANT
MORE
IMPORTANT
WEAKNESSES
WEAKNESS
WEAKNESS
InstructorEffectiveness
Effectiveness
Instructor
(6.50,
13.2%)
(6.50,
13.2%)
Information
Information
Informatio
Sharing
Sharing
Sharing
(6.57, 12.6%
12.6%)
(6.57,
Scheduling
Scheduling
(6.33,
8.0%)
(6.33,
8.0%)
LESSIMPORTANT
IMPORTANT
LESS
IMPORTANT
LESS
IMPORTANT
WEAKNESSES
WEAKNESS
WEAKNESS
WEAKNESS
Recognition
Recognition
(6.20, 6.8%)
Aviation
Community
Aviation
Community
(6.20, 6.8%)
(6.32,
7.5%)
(6.32,
7.5%)
Organized
Lessons
Organized
Lessons
(6.41,
6.1%)
Test
Preparation
Test
Preparation
(6.41,
6.1%)
(6.30,
5.3%)
(6.30,
5.3%)
Quality
Aircraft
Quality
Aircraft
(6.33,
5.7%)
(6.33,
5.7%)
Additional
Resources
Additional
Resources
(6.31, 5.3%)
(6.31, 5.3%)
Relative
RelativePerformance
Performance
Matrix depicts each factor’s impact and performance relative to the other factors. Matrix
midpoints
represent
the median
impact
performance
score.
Matrix
depicts
each factor’s
performance
andand
impact
relative to the
other factors.
Matrix midpoints represent the median performance and impact score.
Coordinates
represent
[Performance
Score/Impact Score].Score].
Coordinates
represent
[Impact Score/Performance
7.5%
LESS IMPORTANT
STRENGTH
represents.
(6.49,
14.9%)
(6.49,
14.9%)
(6.49,
14.9%)
LESS IMPORTANT
STRENGTH
discussion was infused with
• Canweraisestudent
commitmentlevelsbya
a passion for flying and the
directappealtothesevalues?
unique accomplishment it
Relative Impact
Impact
Relative
uniqueaccomplishmentit
represents
However, the entire
(6.38, 14.2%)
Instructor
Support
Instructor
Support
Instructor
Sup
MORE IMPORTANT
STRENGTH
economics of Part 61
• However,theentire
schools, CFIs and the
discussionwasinfusedwith
expense of flying.
apassionforflyingandthe
Value
Value
(6.38, 14.2%)
MORE IMPORTANT
STRENGTH
•Manyissuesdescribedare
Many issues described are
intractable,suchasthebasic
intractable: like the basic
economicsofflighttraining
•
•
•
•
TECNAM P92 EAGLET
Moving Forward
47
Copyright © 2010 Aircraft Owners and Pilots Association. All rights reserved.
Next Steps
TheAPCOInsight®researchisthefirststepinalong-termcommitmenttohelp
improvetheflighttrainingexperienceandstudentpilotcompletionrates.
AOPA’splansfor2011include:
Regional Meetings
During2011,AOPAwillhost12meetingsinsixcitiesacrossthecountrytoshare
informationgleanedfromthisreportandtohearmorefromstudentpilots,pilots,
flightinstructors,andflightschoolsaboutwhatworks,whatdoesn’t,andhow
AOPAcanhelp.
Flight School Business
OnMarch1,2011,AOPAwillrelaunchFlight School Business,anewslettertoshare
ideas,tips,andtacticswithflightschooloperatorsandinstructorsinordertomore
closelyaligntheschool’sofferingswithwhattheirstudentsexpect.
Online Tools
Laterin2011,AOPAwillunveilonlinetoolscurrentlyunderdevelopmentto
supportstudentpilotsandtheirmentors.
48
Copyright © 2010 Aircraft Owners and Pilots Association. All rights reserved.
02/11v.1