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3
  For the purposes of this study, dual instruction is considered primary or advanced flight training that involves a student or rated
pilot who actively handles the aircraft controls (usually from the left seat of the aircraft, except in tandem configurations), and
a certified flight instructor who observes the trainee’s actions (usually from the right seat of the aircraft) and has the capability
of intervening in control and communications actions.
4
The 1996 Nall Report: Accident Trends and Factors for 1995, AOPA Air Safety Foundation, 1996, 21.
5
   Carolyn Prince and Renee Stout, “Situation Awareness From the Team Perspective.” In Proceedings of the Eighth 
 International OSU Aviation Psychology Symposium, Columbus, Ohio: OSU, 1995, 744.

 

OBJECTIVES

Our research goal was to examine a representative set of ASRS reports referencing communications-related incidents that occurred during GA dual instruction, with the following specific objectives:
.  
To identify the airspace, location, and operational context in which GA dual instruction
communications incidents occurred (external factors);

.  
To determine the nature of problematic communications interactions that occurred (or did not occur) in the cockpit between instructor and trainee (internal factors);

.  
To identify contributing communications equipment and operational factors;

.  
To suggest strategies for improving communications management during GA dual flight
instruction.

 

SCOPE
This research effort was limited to ASRS incidents involving powered aircraft with a maximum gross takeoff weight less than or equal to 14,500 pounds. Incident reports selected for the study had to directly reference the presence of a flight instructor onboard who was actively conducting dual flight instruction or a flight review.
Although we had no means of identifying database reports in which communications (or the lack thereof) between instructor and trainee contributed to an incident but were not reported, it was possible to retrieve reports in which communications factors were explicitly referenced as a contributing factor. Therefore a further requirement was that reports selected for the study contain specific references to verbal interactions between the flight instructor and trainee which contributed to the incident. Examples included directives or instructions; questions; recognition or announcements of a problem; predictions or warnings; status reports; information acquisition; statements referring to planning or goals; explanations; and non-pertinent conversations.

APPROACH
DATA SET
Initial query of the ASRS database revealed 582 incident occurrences from January 1988 through December 1996 which had the potential to meet the scoping criteria for this study. We screened a random sampling of these reports to aid in hypothesis generation and the development and refinement of a coding instrument.
　
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