NBAA Guidelines for Business Aviation Maintenance Training 公务航空维护培训指南

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NBAA Guidelines
for Business Aviation
Maintenance Training

Published by the National Business Aviation Association, Inc.
Table of Contents

1.0 – Purpose of These Guidelines and General Instructions ..............................................................................2
2.0 – Training Objectives ......................................................................................................................................2
3.0 – Determining Learning Requirements .........................................................................................................3
4.0 – Program Development .................................................................................................................................3
4.1 – Course Content ........................................................................................................................................................................4
4.2 – Instructional Aids ...................................................................................................................................................................4
4.3 – Knowledge Testing ..................................................................................................................................................................5
4.4 – Enrichment Training ...............................................................................................................................................................5
4.5 – Future Direction ......................................................................................................................................................................5
5.0 – Instructors ...................................................................................................................................................6
6.0 – Teaching Techniques ....................................................................................................................................6
7.0 – Course Auditing ...........................................................................................................................................6
8.0 – Contacting NBAA .........................................................................................................................................6
Figure
Steps to Developing a Business Aviation Maintenance Training Program ...........................................................7
Acknowledgements
The National Business Aviation Association expresses gratitude to the members of the NBAA Maintenance Committee for the creation of these guidelines.

NBAA Guidelines for Business Aviation Maintenance Training
1.0 Purpose of These Guidelines and General Instructions
The NBAA Maintenance Committee created these guidelines to provide business aircraft manufacturers (also known as original equipment manufacturers, or OEMs) and training providers with a clear under-standing of NBAA Member Company needs and expectations regarding the training of maintenance personnel.
This document formally embraces the guidelines published by the Air Transport Association (ATA) of America in ATA Specification 104 revision 2000.1 (ATA 104). Further, it enhances and clarifies several aspects of the ATA guidelines that are deemed most important to NBAA’s Operating Members. While NBAA Members are not required to use either of the ATA and NBAA documents, it is important to note that their use in course development should improve existing methodologies. Additionally, continued com-munication among OEMs, training providers and the NBAA Maintenance Committee’s Training Subcom-mittee will ensure a continuous understanding by all of each party’s issues.
Because of the nature of business aviation and the wide variety of maintenance activities that techni-cians may perform, great consideration must be given to the structure of a training program and the content within each course.
Flight department maintenance needs can range from light to heavy. Also, since an extended period of time may elapse between maintenance tasks being performed by technicians, flight department man-agement must ensure that maintenance technicians remain current in their training between tasks; this is known as maintaining currency. Service center and repair station technicians require more in-depth training than do most technicians employed by busi-ness aviation operators; therefore, maintaining cur-rency may not be as difficult for technicians at those organizations due to the volume of work and its repetitive nature.
Due to the variety of maintenance needs and service options in the business aviation community, it is NBAA’s position that no single training program can adequately address every business aircraft operator or service provider’s needs. It also is understood that training providers cannot reasonably offer an unlimit-ed selection of courses with varied levels of instruction.
In creating these guidelines, NBAA hopes to give the reader a greater understanding of the business aviation maintenance community and the needs of the individ-ual customer. By utilizing ATA 104 and this document as a guide, training providers can develop training pro-grams that will be more appropriate for the level and frequency of maintenance performed by the customer. While the overall number of courses may increase slightly, their individual duration should decrease.
Aircraft-specific training courses should consider vary-ing levels of complexity appropriate to the needs of a customer group or classification. The use of in-service fleet data and operator capabilities (classifications) is critical to determining the appropriate level and depth of coverage used to instruct specific systems.

2.0 Training Objectives
The principle objectives of NBAA Member Companies with regard to maintenance training are as follows:
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To instruct on the usage and requirements of the FARs and JARs regarding airworthiness per the type of operation (FAR Part 91, 121, 135, etc.).
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To ensure that all training materials facilitate maintenance that complies with requirements of FAR Part 43, 65 and 145.
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To place training emphasis on effective trou-bleshooting and the operational impact of that troubleshooting. Maintenance costs represent the largest controllable cost in a flight department.
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To develop and instruct the “60 minute” concept of meeting the customer’s needs when an air-

craft experiences a discrepancy just prior to departure.
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To create a mindset of safety using maintenance and operating manuals, proper training and experience to reduce the risk of additional damage or injuries.
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To design training courses as progressive modules that provide employee career develop-ment and meet succession-planning needs.
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To ensure that training classes use the most current fleet reliability and maintainability data.
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To utilize the latest training methods and devices existing in any industry to maximize retention of information received during training.


3.0 Determining Learning Requirements
The following classifications should be used to assist in identifying the maintenance training requirements of a customer:
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Level 1: Maintenance and inspections generally performed by many operators and outside service providers. Majority of maintenance activities involve pre-/post-flight inspections, servicing, systems troubleshooting and LRU replacement (60-minute concept).
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Level 2: Maintenance and inspections generally performed by operators engaged in more in-depth maintenance. Majority of maintenance activities involve pre-/post-flight inspections, servicing, systems troubleshooting, LRU replacement and scheduled inspections. Repair activities include light sheet-metal repairs and composite repairs.
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Level 3: Large corporate maintenance depart-ments and repair station operations involving minor and major inspections, systems trou-bleshooting, LRU replacement, minor and major structural repair, minor and major sheet-metal/composite repair and non-destructive testing (NDT) techniques.


4.0 Program Development
Training providers are urged to take a leadership role by stressing the advantages of continuous learning and discourage operators from attempting one-time, four-to-six-week training events. Continuous learn-ing will increase the business aviation community’s understanding of the complexity of maintaining modern aircraft.
To improve learning retention, individual training sessions should not exceed two weeks. To accomplish this, course content must focus on the information most needed by the students to accomplish their principle goals.
A training program should be developed for each classification to meet the needs of customers within each class. A program should consist of individual courses that are based on a specific subject matter or skill requirement. If the total number of courses exceeds two weeks in length, those courses should be grouped into a phase. If the time required to teach an individual subject exceed two weeks, that subject should be broken into separate courses, which should be progressive in depth. The ultimate number of phases required to complete a program should be determined by operator classification and aircraft complexity. For programs that require several phases to complete, emphasis must be on instructing the most important and useful information first.
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Step 1: The subject aircraft and its maintenance requirements are analyzed to determine neces-sary learning requirements and priorities.
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Step 2: Courses are developed for each subject, system and/or skill, reflecting, if necessary, increasing complexity or depth. The require-ments will dictate how many courses are required to obtain competency within each of the three classifications of customer.
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Step 3: The customer is interviewed to deter-mine classification and where in the educational process it would be best for the student to start, ensuring that time is not wasted on information the student already knows.

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Step 4: The required courses will be combined into phases that have a duration not to exceed two weeks.
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Step 5: Phases will be combined as necessary
to create the full training program.

The customer should be given the option to complete the full program by completing all necessary phases in one visit. Training providers should make the cus-tomer mindful of the disadvantages of this method, such as learning saturation and fatigue, as well as the advantages of a building-block approach.
Customers who choose to accomplish the phases over time must complete all phases within 12 months to ensure competency. A program is not considered fin-ished and a certificate of completion will not be issued until all phases are completed.
4.1 Course Content
Courses must reflect the continuous-education philosophy. Information that is needed everyday, such as ATA chapter 5, servicing, postflight and standard maintenance practices, must be taught. The concept of “first-60-minutes” troubleshooting must be incorporated. This concept reflects the real world of flight operations in which a determination must be made within one hour as to the ability of an aircraft to make a trip, suffer a delay to effect repair, or cancel. Developers should ask themselves, what will a technician learn in this course that will support this concept?
Training should focus on areas that have the largest return in safety and troubleshooting knowledge. For instance, instruction about what is inside of “black boxes” that cannot be repaired in the field should not be attempted unless that knowledge can be put to practice in the field. This detailed information tends to be forgotten quickly because it is not used often. Emphasis should be placed on what a component does and how it interacts with the system or systems and how to know when replacement or adjustment is required. Identification of the correct failed compo-nent, its replacement, adjustment and/or test is an example of an everyday requirement.
Course development must reflect the current needs of the operators and their aircraft. As those needs change, so must the course content. This will, over time, ensure that the courses are both challenging and relevant. Courses must be developed and kept current using the manufacturer’s maintenance man-ual as the principle source of reference data.
The aircraft/engine/avionics OEMs must be enlisted in the course-development and teaching process. OEM product-support data, such as failure modes, service history and forthcoming updates, are extremely valuable to the technician in the field and should be incorporated into an applicable course.

4.2 Instructional Aids
The use of the approved aircraft maintenance manu-al in the class by each student is much preferred over the use of training manuals. Aircraft maintenance manuals must be written by the OEM in such a man-ner as to facilitate the learning process in the class and the re-familiarization process in the field. Reference materials (charts, diagrams, simplified schematics, etc.) should be taken from the mainte-nance manuals. Aircraft-specific diagnostics equip-ment, such as laptop computers or equipment speci-fied by the manufacturer, must be available and included in all applicable courses. Interactive training materials that can become an integral tool for line maintenance and troubleshooting tasks at the home base, shop, and/or line maintenance facilities must be developed.
The construction and use of maintenance fixed train-ing devices (FTD) and/or cockpit systems simulators (CSS) must be given the highest priority. Ideally, the FTD/CSS should be operational prior to maintenance training courses being offered. The schedule for use of these devices must be properly managed so as to maximize their availability for maintenance training with proper regard for human factors such as fatigue/length of day. These devices should be used immediately after a subject is taught in class to ensure the subject’s understanding and to bring clo-sure to the learning process. The FTD/CSS should be used as a tool for teaching line maintenance and trou-bleshooting.
Live aircraft or a reasonable facsimile must be avail-able to show operation of main, baggage, emergency exit doors, tow bar hook-up, gear pin placement, brake and wheel replacement, etc., and for walk-around and systems location confirmation. A high quality, relevant video can provide instruction when actual aircraft are not feasible.
When new aircraft come to market, producing an FTD or CSS prior to offering any maintenance course may be impractical. In some cases there may not be enough stable information available to make such an investment for emerging aircraft. In the interim, it is imperative that training providers make use of com-puter programs to teach classes. Computer programs can be developed more cost effectively and have the flexibility to be changed as an aircraft develops.

4.3 Knowledge Testing
Knowledge testing should be performed prior to the end of any course and/or phase. Successful testing should be a prerequisite prior to advancement. The most effective method that encourages good practice (using manuals versus memory) is open-book testing using the approved maintenance manual as the source for all data.
Memorization of information should be discouraged and the correct use of the manufacturer’s data that are to be used in the field should be encouraged. Testing should be corrected to 100 percent on an indi-vidual basis to ensure correct understanding of the information. Some regulatory agencies such as Transport Canada, JAA, Australia, and others require the development and administration of closed-book examinations.However,“closed book”does not mean closed reference. For example, if there is a specifica-tion or setting asked on a test, the individuals are pro-vided manuals to look up the specification or setting.
Test questions should be operationally driven, using “real-world” scenarios based on reported field prob-lems. Correct use of the MEL and/or CDL should be included if applicable.
Quizzes should be given at strategic times within a course. The questions should be challenging, using several parts of the maintenance manual, such as the following ATA chapters:
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Chapter 5 – Time Limits and Maintenance
Checks

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Chapter 9 – Towing and Taxiing
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Chapter 12 – Servicing
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Chapter 20 – Standard Practices

The use of the flight manual and associated supple-ments also should be included. The quizzes should be corrected to 100 percent in open class to promote fur-ther discussion and/or questioning by students.
4.4 Enrichment Training
Courses should be developed to address the prolifer-ation of technology in the cockpit. These courses should follow the same philosophy as all other cours-es and be offered at different levels of depth, reflecting the customer’s needs. Examples of these courses are:
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Optional avionics and cabin systems, such as
HUD, TCAS, SATCOM and radar

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RVSM, RNP 10 and Cat II requirements
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Materials and process training, such as corro-sion control, HAZMAT and hangar safety
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Use of test equipment, such as laptop comput-ers, breakout boxes, oscilloscopes and bus readers
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Completion items, such as toilets, humidifica-tion systems, temperature control systems, galley equipment and water systems.

Further, courses must be developed for the mainte-nance professional that will satisfy a customer’s inter-nal succession and promotion needs, such as leader-ship principles, resource management and mainte-nance management.

4.5 Future Direction
Distance-learning concepts should be explored and courses created in such a manner as to exploit this technology.
Ideally, distance-learning courses should be devel-oped as CD-ROM-based with an online component. The CDs would contain the bulk of the training data, while online communication would supply recent news and developments as well as supplemental information about topics such as service history, field-service data and frequently asked questions (FAQ). Both CD and Internet files should be accessed using a standard Web browser.
Distance-learning courses can and should be partial-ly or completely certified courses. Current technolo-gies support secure testing and validation of knowl-edge. Stay in tune with the advancing academic community.

5.0 Instructors
Instructors must have great communication skills, strong teaching abilities and a genuine interest in the learning process. Knowledge of the aircraft is very important but the ability to instruct effectively is paramount. Instructors must be well prepared, organized and have good support from the organiza-tion.Accurate information is crucial to an instructor’s credibility, including the use of proper names and acronyms. Instructors and supervisors must thor-oughly understand line maintenance requirements for corporate flight departments and instruct from that frame of reference.
Instructors should periodically attend formal train-ing in the education field to strengthen their under-standing of teaching fundamentals and enhance their skills and communication abilities. Instructors must remain knowledgeable regarding current technical information and processes relevant to the courses being taught. Instructors also should be required to visit active maintenance departments every few years, which will give them great insight into their customers environment and needs. Visits also expose them to new methods and equipment used to per-form maintenance.
6.0 Teaching Techniques
Students should make themselves an active part of the class by asking questions that promote discussion. The creation of a learning environment that allows students to self-discover is desired. Passive participa-tion such as simply listening to a lecture presentation should be avoided. The latest teaching technologies and current mediums always should be used.
7.0 Course Auditing
A formal review program consisting of course audits and instructor feedback/input should be developed with the intent of discovering and incorporating best practices and timely improvement. Supervisors and standards personnel should attend classes and pro-vide written feedback and follow-up to the instruc-tors and/or course developers until this improvement is attained. Written student critiques should not be the sole method of determining if a course is weak. Student feedback should be obtained through an informal interview process whereby the training ven-dor representative can ask questions and qualify the answers.

8.0 Contacting NBAA
If you require additional information or guidance beyond the contents of this booklet, NBAA and its Maintenance Committee are a resource for you. Contact Maintenance Committee Liaison Eli Cotti, NBAA director, technical operations, at (202) 737-4479 or ecotti@nbaa.org, or visit the NBAA Web site at www.nbaa.org.
Figure: Steps to Developing a Business Aviation Maintenance Training Program