Military IP's

I was an IP in T-34's at NAS Whiting in the mid-80's. I think I was very standardized in how I taught procedures, and I know that the IP group as a whole strove for that standardization. It's very important, especially at the primary level, that students are taught procedures the same way each time.

That being said, IP's always bring their own personality into the cockpit. I knew that my students were all wound pretty tight so I tried to go out of my way to get them to relax; I feel that the best learning happens when the student is not worried about "the wrath of the gods" descending on them if they make a tiny error. I know that not all instructors did that or thought it was important.

IMO there is no excuse for not presenting and teaching procedures in a standardized way. I also don't think it is a bad thing to teach, or at least demonstrate, techniques, as long as the distinction is clearly made between the two.

I felt I was a good instructor - not a Santa Claus with grades but also not a "Debbie-downer" who came down hard on every little deviation. My goal was to let the students relax and really get a feel for flying, but then they had to perform!


If you feel that your instructor(s) are not teaching you effectively, don't hesitate to ask for a different one. As long as you only do this once or so you shouldn't be flagged as a complainer. The good IP schedulers and instructors understand that students respond differently depending on the instructor.

That was my experience, things may have changed since then or the AF may view it differently, YMMV!


Kevin

I would point out that I think the difference between procedures (by the books) and technique was always well explained throughout my flight training experience. I think everyone probably had qualms about stan in one area or another, but this is one that the IP cadre seemed to be very particular about. Unfortunately, some techniques prove to be better than others, especially once transitioning to different aircraft.
 
There is a method to the madness, and it actually works out to the student's benefit in the long run due to how the MASS ranking is calculated. Trust me, nobody who "rocks the CTS" gets shafted on assignment night because of MIF grading.

Exactly right. There is some "gamesmanship" that goes on with the grading, especially with the overall sortie grade, and to a lesser extent with the MIF grading as well. It is basically nothing more than the exercise of good instructor judgement, though (when properly practiced).

For example, take a maneuver like an immelman. If I take a guy out on his first advanced acro ride, and before the sortie I give him a twenty minute brief on the immelman, and then once airborne I demonstrate a good immelman, talking through everything I'm doing like a good instructor should, chances are, ten seconds later when I give the airplane to him and ask him to do an immelman he will probably do it pretty well. Is that a "Good" or an "Excellent?" Maybe, but maybe not. Many people can "monkey see-monkey do" a maneuver they just saw ten seconds ago and make it look pretty good, but ask them to do it again ten minutes later (or the next day) and the second attempt turns out awful. They haven't really "learned" the maneuver yet, because it takes some time and some repetition to move those items from your short term memory to your long term memory/muscle memory. So I may not be grading entirely on what the airplane did, but a little on the level of instruction that I had to give to the student in order to make the airplane do what it did. On the student's first attempt at a maneuver, particularly if he only gets the chance to do it one time that sortie, I may not be fully convinced that maneuver is really "learned" and hence, I may grade it a little lower.

Same story on a maneuver that the student flies poorly ten times in a row, and then on the eleventh and last execution he nails it. Did he REALLY learn it on lucky number 11... or was it just luck? And how is he going to do on that same maneuver on attempt number 1 tomorrow? We used to joke about the over-night etch-a-sketch effect. You would practice and practice a maneuver with a guy a bunch of times, and he would finally get it down pat... and then he would go to sleep that night. When he woke up, it was like his brain was an etch-a-sketch and someone shook it. You'd be back where you were before all of that practice again. I heard other IP's describe it like throwing spaghetti at a wall... you throw a whole bucket of noodles at the wall, and hope that a tenth of them stuck when the sortie was complete. And you would hope that about half of those were still stuck to the wall the following morning. If I can get a guy to a safe level after showing him the maneuver 4 or 5 times, but I have to demo the maneuver to him once on a subsequent flight before he can do it to a safe level AGAIN... well, then those "safe" executions on the first sortie weren't really "him performing to a safe level," because he did not REALLY learn it. If you can do it today, but you can't do it tomorrow... then you probably couldn't REALLY do it today, either.


Of course, all of this relies on the IP to have some judgement... and judgement, like everything else, is a learned skill. It doesn't happen overnight either.
 
Moral of the story is, don't quibble. Stare blankly at the IP while he tells you his awesome technique. If you can find a tactful way to pull out the pub and show him why you did what you did, then be my guest.

This is probably the best advice to anyone going through UPT...how it came from FF, I'll never know. :D

The same thing applies to checkrides. Smile and take your lumps. Your ability to roll with the BS will get you a lot farther than if you want to argue or insist that you didn't make the mistake your check IP says or even thinks you made.
 
hey man, i'll get a hold of you when i get back to the states in a few days (hopefully) and we can talk about it
 
Many instructors do not realize they are there for one purpose and that is to serve or help the student. They are NOT there to show how smart they are or how great an aviator they are. If one plots out skill on the vertical and knowledge on the horizontal, the goal is to constantly help the student move up and to the right. This does not remove the obligation for the student to know policy/procedure and how to accomplish the tasks. The instructor and student becomes a team.

I sometimes would note that we have x time and x lessons and show the student the trend, moving ahead of the skill/knowledge set or failing below the line and ask questions. The facts are some just don't have the ability to fly... not a hand/eye coordination thing but the mental projections of what is happening and what happens next.

I tried to have multiple techniques to accomplish tasks and as long as the student was able to perform the task properly, it was okay with me. But as others have noted, there are those who believe their 'technique' is the only way. Worst is the guy who says, "I know what the book says but..." and then explains how the book is wrong, the procedure is wrong.

And then injecting some reality, sometimes you just have to play the game. A long time friend went into UPT with about 3000hrs and all of his tickets. Jimmy kept it quiet and never boasted or revealed he had more time than most of the people on the base. One IP found out and really hammered Jimmy. Jimmy, never losing his cool said, "I can fly. I can fly it by the book and I can fly it the way you want it done. Just tell me what you want." And Jimmy could do it. That shut the moron up.

You are a former military pilot and IP?
 
I would say that a contributing factor to the quality of IPs depends on the pool of untracked PICs and how short they are on the MTOE.
 
I would say that a contributing factor to the quality of IPs depends on the pool of untracked PICs and how short they are on the MTOE.

Absolutely. That's a very cogent point that I've found to be true in most units that I've seen.
 
Not on the subject of IPs, but related. Do any of you know how the new UPT grading system compares to the old system? I heard half of a discussion on it the other day - starting at G's and working up to E's, instead of starting with E's. Is it tougher to get 1E's, etc.?
 
Do any of you know how the new UPT grading system compares to the old system? I heard half of a discussion on it the other day - starting at G's and working up to E's, instead of starting with E's. Is it tougher to get 1E's, etc.?

I think you're referring to the checkride grading methodology, because there hasn't been a change in the MIF or the SUPT syllabus (which is what actually governs grading). The CTS still defines what a "Good" is.

I did hear some of the check pilots discussing what you're referencing. For as long as I can remember, the going-in grade of any item on a checkride was an "E", and actual student performance either maintained that grade or "earned" a downgrade to G or lower. The new method appears to align with the actual intent of the CTS -- that is, the parameters in the CTS define a "Good" and not an "Excellent". I don't know all the details of the change....when it will be implemented, etc.

It shouldn't make a difference from the student's perspective -- everyone in a particular class across all the bases will be graded the same, meaning that rankings and assignments will be standardized.

Remember also that the overall grade (the "E" when you say "1E") is, and always has been, subjective. It's not directly connected to any particular MIF, but is supposed to reflect the student's overall performance compared to their progress in the course. So, in other words, it's completely up to the IP if the overall grade is going to be "Good" or "Excellent", regardless of the individual maneuver grades. That overall grade also is meaningless in the MASS, so it doesn't matter if you have a 4-Downgrade-Good or a 4-Downgrade-Excellent.
 
I would say that a contributing factor to the quality of IPs depends on the pool of untracked PICs and how short they are on the MTOE.

For you non-Army types, I'll translate.

IP quality in Army units is directly proportional to the available candidates in the unit and how good/bad the units manning situation is with IPs currently.

Must be Army talk??? I no comprende

Air Force translating Army-speak so the Navy can understand. :D
 
For you non-Army types, I'll translate.

IP quality in Army units is directly proportional to the available candidates in the unit and how good/bad the units manning situation is with IPs currently.



Air Force translating Army-speak so the Navy can understand. :D

So what you're saying is there is a Marine Corps pilot reading this who is still confused. :D
 
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