Air Beat Magazine - Journal of the
Airborne Law Enforcement Association
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How to Set up and Enhance a Unit Training Program
by Jim Di Giovanna, ALEA Education Coordinator
Recently, while checking out the Members Only Discussion Area on the ALEA
web site, I read with horror the plight of one of our members who was having
great difficulty convincing his management that proficiency training was not
only necessary but vital to the safety and well being of him and his flight
crews. The response from his management was appalling in that they believed,
based on input, surprisingly enough from their insurance underwriter, that
proficiency training “would not make that much difference”. Therefore, a
decision was made that funding would not be provided for factory proficiency
or re-currency training. This is even more appalling when it was learned
that the legal counsel for the agency strongly advised that the potential
liability for NOT providing the funds for proficiency training placed their
agency at extreme risk.
Fortunately, the sheriff of this agency intervened, thanks to the efforts
of the OIC who was able to tap into the database information on the ALEA web
site and show his management the error of their ways.
It’s with this in mind that I write this article, offering some ideas for
training at the unit level, providing recommendations that may enhance the
training programs currently in place, and suggesting ideas for how to set up
and maintain a successful program.
WHAT IS MANAGEMENT’S RESPONSIBILITY FOR TRAINING?
Unquestionably, management at all levels has the responsibility to
provide their employees with viable and relevant training to ensure proper
execution of the agency’s mission. In most cases, unit commanders are tasked
with ensuring the proficiency of their employees through periodic audits
and/or exams designed to demonstrate the proficiency of their personnel.
The unit’s training program should be designed to identify tasks, outline
the conditions under which the tasks should be performed, and establish the
standards by which the task shall be performed. Train to the standard, not
individual preferences. A standardized training program is vital to the
success of the unit.
Recurrent training is intended to develop, enhance, refresh and
revalidate the skills of all assigned personnel, including the trainers and
the entire training program. Occasionally seek validation from the outside.
Integrate ground and aviation safety into all aspects of the training
program to ensure integration into unit operation.
Build on a structure that encourages continual professional development,
utilizing a variety of training resources to include internal training,
external training resources and self-study. The FAA offers free regional
training and the Wings Program. All training is part of a continuation of
professional aviation development.
DETERMINE THE TRAINING NEEDS OF THE UNIT
Evaluate missions to be flown in support of your department or agency.
This should drive your training program.
Determine the type and amount of training required to support mission
needs and qualifications.
Aside from the philosophical issues involving training, other resources such
as personnel, equipment and funding usually determine the level of training
provided by the organization.
What level of pilot training can your agency afford to provide? How much
responsibility does your agency want to assume? Do you have the personnel
and resources to provide initial pilot training, transition and mission
training or mission training only? Who will perform periodic check rides?
Who will train your Tactical Flight Officers (TFOs)? Are your pilots former
TFOs and qualified to train new TFOs? Can your civilian pilots train your
sworn TFOs in airborne law enforcement tactics? Should the training be task
or performance oriented or time limited? These are all questions that must
be answered if the training program is to be viable and relevant.
You should also consider what training may be available from outside
sources.
Outside training can be expensive and non-specific, however, many outside
vendors will customize a syllabus to meet unit needs.
Some outside training is generic enough to provide basics with more
specific training conducted at the unit.
Consider using outside resources to train in emergency procedures,
specifically touchdown autorotations.
Factory transitions provide excellent aircraft specific training, however
mission-oriented training is best accomplished at the unit with experienced
instructors familiar with the unit mission and needs.
TRAINING NEW UNIT MEMBERS
Often, new unit members are the most difficult to train due to the
newness of the environment (adapting to airborne platform).
Selection of TFO candidates is critical to training and operational
success. Look for candidates with strong background in patrol operations.
Basic Air Crew Course, provided by ALEA and others, provides an excellent
source of fundamental description of duties and tactics.
For pilots, determine what resources are needed based on the level of
training provided by the unit. Will the unit provide initial or primary?
Transition? Mission? Advanced? How much will be accomplished by outside
vendor or factory? What can your agency afford? What will your training
staff requirements be?
Usually, commercial pilot standards provide a good place to start.
Regardless of who provides training, a training plan is mandatory.
If using an outside vendor, insist on a syllabus that meets unit needs
and develop a program that includes all anticipated pilot training and
missions the unit expects to perform.
Structure the training program based on tasks suited to meet the basic
needs of the unit, but establish standards of proficiency high enough to
weed out mediocrity.
A solid training program allows progression based on demonstrated
proficiency and the individual experience level of the pilot, not
necessarily a basic flying hour requirement. Civilian or sworn pilots bring
up separate training issues. If civilian, have they been provided law
enforcement and TFO orientation training? If sworn, have they been trained
as TFO’s?
DEAL WITH TRAINING FAILURES
Your program should include remedial steps in the event of learning
difficulties, personality conflicts between instructor and student, or basic
incompetence.
Every opportunity should be provided to allow the student to succeed. An
instructor change, additional training, and possibly a shift change are all
options to help the student get over a rough patch in training.
Critical to remedial training, however, is documentation. A detailed plan
for improvement must be well structured, focusing on specific, not general,
areas of deficiency with the intended goal of raising the individual’s level
of performance to meet the unit standards. In these instances, the plan
should have a deadline or time line for completion. It’s best to discuss the
plan with an employee relations representative before attempting to
implement. Failure on the part of the individual may require transfer, loss
of pay and benefits, etc. All of these could become troublesome issues.
LEARNING FROM EACH OTHER
For the most part, there is a great deal of commonality among airborne
law enforcement units. Therefore, seek assistance from others who have
successful programs. Don’t try to reinvent the wheel. Adapt a program to
meet your own unit’s needs.
Include proficiency evaluations phased at points in the training program
to evaluate the trainee’s progress, and validate the program to ensure it’s
meeting your needs.
Although we often focus on pilots and TFOs, a unit’s entire training
program is the responsibility of the manager to develop and maintain and
should, therefore, include all job classifications.
Ensure periodic evaluations are conducted and documented, and choose a
frequency that best suits your needs, but make sure it’s no less than
monthly. If the student is experiencing difficulty, perform weekly
evaluations. Validate proficiency with some type of testing procedure, for
example an oral or written exam or proficiency ride with different
instructors. Also, check into availability of computer generated exams.
Several vendors have programs available to customize and computerize your
training program.
Recurrent training for TFOs is unit optional - usually refresher or new
equipment training. Consider incorporating a written or computer based test
annually. Advanced training should include thermal imagery as a mandatory
requirement, considering recent case law and expert witness requirements.
Specialized equipment should include some hands-on training, particularly in
the newer and somewhat more complicated thermal imagery devices, video
cameras and, especially, downlink equipment. These usually require extensive
training to arrive at suitable proficiency. Don’t forget the TFOs in CRM and
in-flight emergency training. They are critical members of the crew,
especially in an emergency.
For pilots, allow for accelerated progress based on individual skill
level, particularly prior military pilots. At LASO, our experience has
ranged from 5-50 hours of flight time for primary training, which usually
involves a turbine transition.
Advanced training may require another transition and should also focus on
unit mission requirements, i.e., patrol, surveillance, mountain searches,
etc. Much of our missions are high risk. Treat training as a high-risk
mission!
It’s strongly recommended to include in your pilot training program an
assignment with an experienced pilot for a minimum of two months (at least
one month on days and one month on nights) prior to awarding
pilot-in-command status. This locks in what was trained and provides ongoing
mentoring. Several units are using this method with great success.
Recurrent pilot training should require a minimum of an annual check ride
in each aircraft flown, semi-annual if possible. It’s recommended that at
least one check ride annually include FAA biennial requirements and a
written and oral exam. Proficiency in emergency procedures should be
demonstrated every time a check ride is given. Advanced pilot training
should include thermal imagery and other specialized equipment refresher,
CRM, tactics, rescue, mountain, night vision goggles, and inadvertent IMC
procedures. Let your mission determine your needs.
SELECTING A TRAINING STAFF
Regardless of the size or mission of the unit, one person
(supervisor/senior officer) should be assigned the task of training
oversight (Training Manager). This position is essential to ensure
regulatory compliance with Federal Aviation Regulations, in addition to unit
training tracking and verification. This person is responsible to track
currency and special qualifications and schedules recurrent training and
check rides.
The training manager also maintains individual and unit training records,
monitors the progress of initial training for both pilots and TFOs, and will
normally have the responsibility for scheduling mandatory unit training as
well as unit optional training.
Selecting Instructor Pilots (CFI’s)
- Instructors should be your most qualified pilots WHO CAN TEACH!
- Instructors must be FAA Certified Flight Instructors (CFIs), which
seems obvious, but I’ve seen instances where they were not.
- Instructors must set the example. They should not only talk the talk,
they must walk the walk. That means flying missions, too!
- In addition to experience, instructors must consistently comply with
unit and departmental policy. The last thing you want is an instructor who
thinks the rules don’t apply to him/her.
Very important: Instructors should have credibility with the troops.
Recommend against selecting junior pilots as instructors just because they
bought a CFI rating. Ideally, instructors should be volunteers, though
some of your best candidates may need coaxing.
- Instructors are an extension of management; live with it, it’s a fact
of life. If your instructors aren’t willing to accept that role, don’t
select them as instructors.
- Unit size, level and extent of training performed will likely dictate
number of trainers and instructors required.
TRAINING RECORDS
Maintain accurate training files for all personnel. (They are always
subject to review, especially after an accident). Training records should
include all training received from initial to advanced, recurrent, outside
vendor and agency or state mandated.
Only supervisors and training officers or instructors should have access
to these training files. It’s a good idea for the unit commander to inspect
the files periodically to ensure compliance with policy, the training
syllabus and the accuracy of documentation.
Recommend conducting training meetings at least semiannually, wherein the
unit commander attends, sets the training goals, and everyone ensures that
training is being performed to standard. Consider forming a unit training
standardization committee consisting of the unit commander, instructors and
training manager.
Identify unit training goals and objectives for the upcoming year.
Consider a long-range training plan that incorporates at least five year’s
worth of progressive training.
Task-organize objectives, assigning specific instructors as action
officers to plan and conduct unit training. Establish a training budget and
determine outside training needs. Solicit training vendors, preferably more
than one, and require bids.
Periodically review the plan to track progress and revalidate the
training plan, especially long range plans.
INVOLVEMENT
These are merely a few recommendations and suggestions for setting-up and
maintaining a successful training program. Each unit will have different
mission requirements and training capabilities, but for the most part, the
fundamental training requirements are pretty much the same.
Although training is historically considered a management responsibility,
the program’s success or failure is shared across all lines of rank and
file. Each unit member, regardless of rank or duty position, shares the
responsibility of developing, monitoring, executing, evaluating, validating
and participating in the unit’s training program. Provide input and feedback
— get involved!
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Selecting the Best Possible Candidate
Training of Tactical Flight Officers
by Jack H. Schonely,
Los Angeles Police Department
Air Support Unit
One of the most difficult positions in law enforcement today is that of
the Tactical Flight Officer. This job requires an individual with diverse
skills and knowledge that even a very experienced patrol officer may not
possess. An individual with a good sense of direction, excellent skills with
maps, sound patrol tactics, and outstanding communication skills has a good
chance of success in becoming a Tactical Flight Officer (TFO). But
experience has shown us that when it comes to becoming a TFO, there are no
guarantees.
It could be said that the only thing more difficult than doing the job of
a TFO is selecting and training candidates who can do the job. Predicting
who will succeed at this position is extremely difficult and sometimes
impossible. This article highlights some ideas and information that will
assist airborne law enforcement units in choosing the best possible
candidate, and then providing the training and evaluation to prepare them
for the many challenges ahead.
Selection
A good place to start in the selection process is to set qualification
standards for the position. A minimum amount of patrol experience is the
best example of this. A TFO will be supporting patrol in a variety of
functions on a daily basis and must be very familiar with the policies,
procedures, and tactics of the officers on the ground. Past experience in
these areas is vital to the success of a candidate. How much experience your
unit requires prior to applying for this job should be customized for the
size of your department.
An oral interview of each candidate is one of the tools your unit can use
to evaluate each applicant. The interview should have numerous questions
pertinent to the tasks of the TFO. Tactical knowledge must be tested during
the oral by putting the candidate into scenarios that your air crews face
each day. Pursuit policy and tactics are also a must during the interview
for obvious reasons.
Navigation is a critical part of the TFOs job. This can be partially
evaluated by a basic map book drill during the interview. Ask the applicant
to find an address in the map book that your unit uses and describe how to
get there from wherever you are.
A great deal of information can be gained during this drill. Not only
will you see if the applicant knows how to use the map, but you will get to
listen to their communication skills on the description of how to get there.
Persistence and determination might also be observed if the person is
having difficulties with the drill. I have seen applicants throw there hands
up into the air and give up on the drill after only a few minutes. Is that
the type of TFO you would want above you on a call when the going gets
tough?
After the interview process is complete and you have determined who the
top candidates are, you should consider some sort of in-flight evaluation.
Adapting to a cockpit environment is certainly not a given for anyone. This
in-flight evaluation will allow your unit to observe the basic skills and
abilities of an individual.
One issue that is observed regularly even with the most qualified
applicants is air sickness. In most cases, the air sickness is short lived,
but occasionally it is so severe that the candidate is forced to withdraw
from the process. Usually, sense of direction and basic navigation skills
will also be evident very quickly.
The combination of setting minimum experience standards, a thorough oral
interview, and an in-flight evaluation should give your unit a good idea
which applicants have what it takes to become a TFO. But it is very
important to remember that there are no guarantees when it comes to
predicting who will succeed at this job. Do not assume that an officer with
years of experience and a reputation as a great street cop automatically
translates to success as a TFO. Experienced officers with extensive tactical
knowledge have failed in their quest to become a TFO because they could not
navigate to the most basic locations, and once there, consistently didn’t
know the northeast corner from the southwest corner.
Training can only go so far in the area of navigation before we realize
that not every one has the same sense of direction inside of them. In
speaking with air crews from all over the country, from departments large
and small, I believe that when it comes to the TFO position “some people
just have the knack for the job, and some don’t.” This is a harsh reality of
one of the most complex jobs in law enforcement.
Training
You now have a pretty good idea on the qualifications of an individual
when you bring them into your unit as a TFO. A training probationary period
should definitely be considered because the real test is still ahead. Again,
specific standards should be set, and they should be in writing so there is
no question what is expected of the new TFO.
Many units have a list of tasks that will be carefully evaluated. The
standards and tasks should go hand in hand and should have a time frame as
to when the task is accomplished. For example, with regards to navigation,
the trainee should be able to consistently navigate to within two houses of
the target location by the end of the first month of training. The list of
tasks should cover navigation, tactics, communication, use of mission
equipment, aircrew coordination, and anything else that your unit believes
is important. The importance of articulating what is expected of the trainee
prior to the commencement of training cannot be stressed enough.
Another harsh reality of the TFO business is that many are not able to
complete the training to a satisfactory standard. By making the standards
clear, most trainees will recognize that they cannot do the job prior to
having to be told. At the Los Angeles Police Depart-ment’s Air Support
Division, only 40 to 50 percent of the officers that make it to the
one-month loan successfully complete that loan.
Advising an outstanding police officer that he/she did not meet the
required standard and will not be staying in Air Support is a difficult
conversation, but by making the standards clear, the trainee understands
and, in most cases, concurs with the decision.
The first step of actual training should be some sort of ground school.
The instruction should include safety, radio equipment and usage,
navigation, tactics, and communication. This is also the time to let the
trainee know what the standards are. Try to accomplish as much as possible
in this setting to avoid having to discuss basics while airborne. Many
departments have a list of landmarks that are routinely used by air crews.
The trainee should receive this list prior to ever stepping into an aircraft
and be asked to memorize the locations. This will pay dividends later
if the TFO trainee does his/her homework.
Now is also a good time to cover some basics in mission equipment usage.
Decide well ahead of time in your tasks and standards list how much is
expected of a trainee with regards to mission equipment. Most trainees are
going to have their hands full in the beginning without asking them to work
the FLIR. There will be plenty of time for that sort of training and
evaluation later.
In-Flight Training
Choosing a training pilot for the trainee is a critical decision. First
and foremost, the pilot should have a great interest in training and want to
be a part of this process. The pilot should be extremely familiar with all
aspects of the TFO position. Patience is certainly a virtue as a TFO
training pilot. Taking small steps and not expecting too much too fast is
vital for success. The pilot should complete daily evaluations and debrief
each flight with the trainee. These evaluations can be the most important
tool in the training and evaluation process as long as they are done
thoroughly.
The TFO evaluation form should be customized to your unit and what is
expected from a trainee. There are many police agencies using some type of
evaluation form. Grab the ALEA directory and call around to see what
different units are doing. After doing that, it will be easy to develop an
evaluation form that is right for your unit.
An evaluation should include a list of required tasks with some sort of a
numerical standard attached. In addition, there should be a large narrative
area to discuss deficiencies and successes. The numerical standard is a good
idea because it allows for evaluation of a long list of tasks very quickly.
However, any task that has a low mark should always be addressed in
narrative form. This will make life easier later, especially if the trainee
is not going to make it.
Document what the trainee should do to improve the deficiency. The
following is a very common example. On a numerical scale, the trainee scores
a 3 out of a possible 10 in the area of navigation. The narrative might read
“the trainee is consistently missing the target location by one or two
streets. This is well below standard at this point of the training. The
trainee is rushing the navigation process and must slow down and be much
more systematic. Attention to detail in the map book is the key to success
in navigation. Take the extra seconds to count the streets in the map book;
this should translate into counting the streets correctly when looking out
of the cockpit. The trainee must also continue to memorize major streets and
landmarks which will help in navigation.” This should make it very clear to
anyone looking at the evaluation what the deficiency is and how to fix it.
That is the goal of the evaluation form.
TFO Successfully Completes Training
This should be a proud day for any Tactical Flight Officer. It is an
incredible accomplishment and should be recognized as such. But this is only
the beginning of the learning process, not the end. TFOs should continue to
fine tune basic skills and broaden their knowledge and experience level in
the areas of tactics, air crew coordination, and mission equipment.
ALEA has a great deal to offer to TFOs who are interested in always
learning more. The best TFOs are the ones who always strive for perfection
on each and every call. These same TFOs can be found at ALEA conferences
attending classes to learn more.
Today’s TFOs have one of the most demanding and difficult jobs in law
enforcement. We need to select and train the best person for the job. As you
can see, it is not an easy feat, but it can be done. When your unit is going
through this process, always try to think back to when you were on the
ground as a patrol officer in a difficult situation. What skills and
abilities would you want that TFO over you to have?
(Back to top)
A Combination of Training Regimens
Enhances Operations
by Jay Fuller, ALEA Safety Coordinator
After receiving an emergency call, the police medevac pilot on night
alert is airborne within minutes. She enters the geographic coordinates into
the cockpit GPS and proceeds direct at 120KIAS. The moving map display
details the exact location of the aircraft, it’s proximity to
the landing zone (LZ), and obstruction guidance.
The initial simulator and Cockpit Procedures Trainer (CPT) practice, the
manufacturer’s ground school, plus semiannual written and practical testing
she received, have made her totally familiar with the normal operation of
her cockpit systems. Aviation unit management has insisted that installed
equipment be used on all flights.
Her NVGs provide near daylight visual perspective under nighttime
conditions. Initial NVG training with an experienced instructor, plus unit
currency requirements for NVG use, insure that she is comfortable under the
goggles and totally familiar with their problems and limitations.
At 30nm distance, she arrives on scene in only 15 minutes. She begins a
slow orbit and receives a verbal briefing by FM radio about the LZ from the
local fire company on scene. During this orbit, the NVGs allow her to
visually see all obstructions where the unaided eye would see only
blackness. Recurrent mission training involving aircrew and ground personnel
guarantees a high level of familiarity with normal mission flow and
procedures. Regular autorotation training has instilled the habit pattern of
keeping her aircraft continuously in a position from which a safe, or at
least survivable, forced landing could be achieved.
After making the landing and pickup, she is now on her way 40nm back to
the hospital, GPS direct. At this time, she notices that the cloud layer has
dropped below hilltops in the area. In order to avoid the reduced speed,
circuitous routing and terrain proximity of scud running, she asks ATC (who
she has been coordinating with on VHF radio all along) for a climb to hard
IFR altitude. Annual simulator training, unit instrument training and
currency requirements make this decision a “no brainer” under the
circumstances.
Receiving clearance, she inputs the new altitude to her fully coupled
autopilot and climbs into the soup. With “lifeguard” status, now under IFR
in IMC, she accepts a radar vector direct to the hospital at normal cruise
speed. The GPS moving map information confirms. She takes an IFR let down to
visual conditions and lands for drop-off at the hospital heli-pad.
Technology is good, but training is better!
If you read my safety article in the September/October technology issue,
you may remember the above hypothetical story. The statements that appear in
italics emphasize the even more important role of training in the safety of
a law enforcement aviation unit.
There are several types of training to consider.
Qualification training is the initial training that provides pilots with
the required aeronautical skills and ratings required to perform their job
descriptions.
Mission qualification training insures that aircrews have a good
understanding of flight tasks relating to a law enforcement unit’s specific
missions and any problem areas most likely to be encountered.
Currency training is that training conducted above and beyond normal
flying to insure aircrews meet minimum experience requirements for flight
time, landings or missions.
Recurrent training is refresher training on aircraft systems,
infrequently used mission tasks, and abnormal or emergency aircraft
procedures.
Initial qualification training may or may not be required in your unit,
depending on whether the agency has a member population large enough that
qualified pilots are readily available. Regardless, this aspect of aviation
training is not of major concern to me as safety coordinator. High aircrew
experience levels are nice, but it is no guarantee of aircraft or mission
capability, no promise of safe flight operations, and certainly no
replacement for mission qualification, currency and recurrent training.
Whether the pilot has 500 or 5,000 hours is far less important than their
proficiency in an aircraft, mission and operating environment.
The most effective training programs are put together utilizing a
combination of ground school, testing, procedures trainers, simulators and
actual aircraft. Aircraft training should be conducted annually or
semiannually. Mission or currency training should be conducted more
regularly on a quarterly or even monthly basis.
Currency for normal flight tasks and routinely flown missions is the
easiest. Normal operations provide much of what is required. Aircrews just
have to remember to log everything so events are documented. Special
training flights will only have to be generated when seasonal lulls or quiet
periods prevent normal levels of activity.
For recurrent training and mission qualification training, sessions of
ground and flight instruction will have to be generated with a designated
instructor. If the flight instructor is a unit aircrew member, that
individual should also do all training for the specific mission so his or
her proficiency level is adequate to the task. Over and above this, for
critical maneuvers such as the simulated loss of major aircraft systems in
flight, proficiency has to be at a peak.
If the unit is flying single engine helicopters, then autorotations
should be part of the training. If the unit is flying at night, then
touchdown or power recovery night autorotations should be incorporated in
the training as well. In reference to the aforementioned “peak proficiency”,
manufacturer’s test pilots may do as many as 100 autos in one week, so I
highly recommend contract training for any serious hands-on aircraft work,
ideally using their equipment.
In-house training is routinely used in law enforcement aviation, even though
there are risks to this practice. An unfortunately high percentage of law
enforcement helicopter accidents have been attributed to training. If
in-flight aircraft malfunction training is to be performed using unit
instructors, it is essential that these instructors maintain the highest
possible levels of proficiency.
Hopefully, I am preaching to the choir when I say all this to ALEA
members. The major problem comes in selling this to management. Training is
an expensive, time-consuming endeavor and it has the potential of detracting
from operational flying (aircraft time used up or aircrew not mission
available due to currency requirements).
Further, our ground-based hierarchy typically confuses aircraft recurrent
training with the non-aviation variety where the objective is to hone
normally used skills. Proficiency in abnormal and emergency procedures, and
mission essential tasks, is necessary for flying safety. Time and dollars
spent on training are minor in comparison to the mission, equipment, and
personnel losses avoided. Safety statistics bear this out repeatedly.
We can help ourselves out, somewhat. Since our hierarchy must provide the
ante for any contract services or additional flying time, it’s only fair
that the flying unit contribute time and effort as well. If we don’t
consider training worth the effort, our bosses certainly won’t. Individual
crewmembers can be assigned ground-training responsibilities for aircraft
types or specific aircraft systems. Open book tests, with valid questions,
administered annually by management, can provide valuable information and
simultaneously “drag” an aircrew member through the flight manual.
In addition, lower-cost external training options are worth considering.
Review the other articles and advertisements in Air Beat Magazine or attend
the annual ALEA National Conference. For aircraft training, there are a
number of options including factory schools and contract instructors, as
well as simulator training. Low cost visual training devices can be used in
conjunction with your aircraft or other cockpit mockups. There are a variety
of computer-based training aids for studying and testing aircraft systems
knowledge.
Some of these resources might be reasonable for you. When it comes to
safety, training is one of the keys to a successful operation.
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Don’t be a Crash Test Dummy
How Emergency Procedures Training Saved My Life
by Ed Hrivnak
Last year, our Tacoma Mountain Rescue Unit sponsored a basic helicopter
rescue class in conjunction with the Sheriff’s Department. I was serving as
the safety officer at the heli-base. During the course of the day, we had
trained over 40 people on landing zone safety and insertion and extraction
techniques in the mountains of Eastern Washington. It was the last fuel load
of the day and two teams were waiting to be recovered from remote landing
zones.
The primary crew chief, Rob, asked me if I would crew for him on the last
fuel load. We both wanted a change of pace from the long training day and,
for me, some logged flight time would break up the routine of watching over
the heli-base. I grabbed my restraint harness and flight gear and proceeded
to do a quick walk around on the UH-1H Huey.
We normally fly with one crew chief. On this day, we had two because of
the number of students. We had a crew briefing and soon the blades were
turning. Copilot Bob was at the controls and gently pulled pitch to get us
on our way. We were moving past 30 knots and I reached back to close the
left troop door. I had just secured the door and was still looking behind at
the heli-base when Ed, the Pilot in Command (PIC), called, “Low rpm, I have
the aircraft.”
I looked forward to the flight instruments, but could not see an obvious
problem from my vantage point. Looking outside, all I could see were trees
and mountains in front of us. The PIC executed a 180-degree turn due to the
rising terrain. In the turn, I saw the RPM limit illuminate and called, “
RPM limit.” The PIC acknowledged the call.
Adrenaline has the perceived ability to slow down time, but it seemed
like at this point we were airborne a long time before we actually hit the
ground.
The aircraft was at a slow speed and low altitude flying downwind. We
were descending into an open valley that bought us a little more time. The
PIC initially said he was going to land back at the heli-base, but we could
see several people standing in the middle of the landing zone.
Jeff, the secondary crew chief, blasted the Huey’s police siren. He also
transmitted on the radio to clear the landing zone, but the folks on the
ground were not moving fast enough. To make the LZ would require another
180-degree turn, which would also get us into the wind. The PIC stated he
was having a hard time maintaining RPM, and the LZ would not be clear in
time. He elected to hold what he had and continue straight ahead, downwind.
At this point, the crew prepared for a precautionary landing. All of us
had just completed our crash and dunker training two months before.
Emergency procedures (EP’s) were fresh in our mind. I made sure my visor was
locked into place and scanned the cargo floor for loose objects. Jeff and I
then opened both troop doors. We did not have time to pin the doors locked
open. I tightened my seat belt and then disconnected my restraint harness
from the floor ring. I looked to my right, and Jeff gave me a thumbs-up. The
pilot asked if we were ready and I called, “secured.” At some point while
Bob (our copilot) was calling our engine and rotor RPM’s, he had also placed
a mayday call.
I stuck my head out the door and looked ahead. The ground was coming up
fast. There was an open field below us and a large tree line in front of us.
I tucked my head back in and assumed the crash position. I never thought for
a moment that we were going to die or even get injured. I had faith in the
aircraft and the crew. There was only enough time to think about the
emergency procedures.
The first impact caught me off guard because there was not much of an
impact. I did not know at the time that the skids had collapsed and absorbed
much of the first impact. We launched right back up into the air again. The
impact felt so smooth to me that I though we had made a running landing.
This is where I made my first BIG mistake. I looked up because I was so
concerned about running into the tree line.
Now, I was out of the crash position for the second, violent, impact. My
head snapped forward just like a crash test dummy in a car wreck. It went so
far forward that it caused an avulsion fracture on the anterior portion of
my C-4 vertebrae. My head then snapped back. My helmet impacted into the
quick release fitting on the left shoulder strap of the restraint harness.
The energy of my helmeted head transmitted though the fitting and separated
the A/C joint in my left shoulder. The fitting also placed a half-inch long
gouge in my flight helmet. I did not feel a thing.
Even though the event only lasted a few seconds, I remember every detail.
The chin bubble shattered and the cockpit filled with fine particles of dirt
and grass. The Huey rocked back and forth laterally as the main rotor sliced
through part of the tail boom. I had to hang on to the web seat to keep from
being thrown around. The engine was still running and each crew-member
checked in that they were alright. I looked across to Jeff, by the right
troop door, and saw someone running towards our aircraft. My next mistake.
I undid my seatbelt and exited the aircraft to stop the approaching
person.
I did not ask the PIC for permission to depart the aircraft. Jeff told me
to get back in. I did not realize how close my head was to the main rotor.
The skids were gone and the Huey was resting on its belly. I stood there and
waited for the blades to slow and the rocking motion to subside. I then came
around the front of the Huey and motioned to the good samaritan running
toward us not to come any closer. I grabbed the fire bottle from the pilot
side and walked around the left side of the aircraft, hugging close to the
fuselage. There was no post-crash fire. I told the crew that the engine was
still running. The pilot shut down the engine and instructed me to
disconnect the battery. I did so, and we waited for the blades to finally
stop.
We sat there for a bit and looked at each other. The four of us were all
smiles. Yes, the Huey was in bad shape but we were all walking and talking.
Any landing you walk away from is a good one, as the saying goes.
The adrenaline started to wear off and I noticed that my neck and left
shoulder started to hurt. I was probably hurting the whole time, but I was
too hyped-up to notice. Our mountain rescue team was on scene within minutes
and taking care of us and securing the crash site.
We were required to have physicals, and I knew I had a real problem when
I could not get my flight suit off. With some help, I was able to expose my
shoulder. A big lump and discoloration was enough to get a ride to the local
emergency room. X-ray’s confirmed that I had real injuries and not just a
simple muscle strain. I considered my injuries minor, yet they have had
lasting effects. I missed two weeks of work and had six weeks of physical
therapy. To this day, I still have occasional neck and shoulder pain. I’m
back on flight status, but have to be careful with my wounded body parts.
They remind me from time to time that they are injured.
I learned some very valuable lessons from this crash that I want to pass
on to fellow aircrew.
- Remain seated and in the crash position until the aircraft comes to a
complete stop.
My shoulder reminds me of this lesson all the time.
- Do not depart the aircraft until everything comes to a complete stop.
I had no idea that the skids were gone, nor did I know how close my head
was to the main rotor when I departed the aircraft. (Lesson 2 may have to
be modified if there is a post-crash fire.)
- Keep the landing zone clear during helicopter operations. If the
primary heli-base did not have people on it, maybe we could have turned
into the wind and had a softer landing. A ten-knot headwind is better than
a ten-knot tailwind.
- Train in emergency procedures on a regular basis. This includes
discussing and practicing post-crash procedures. Our crew had current EP
training. This training was obvious from the time the EP started. Everyone
did their job well, both while we were in the air and on the ground. I
just made two stupid mistakes. Lessons learned the hard way.
(Back to top)
"Nerve Agents for Dummies"
What Every First Responder Should Know
About A Nerve Gas Attack
By Edward Burris
Texas Dept of Public Safety
Vx? Sarin? Tabun? Gd????? What is this stuff?
Nerve agents are a type of poison that impedes the central nervous
system. Essentially, when your brain sends signals to the rest of your body
to move, or do something as simple as "breathe"...the signal cannot get
through. (The actual pathology of what is happening is much more complex.)
Death is the result of a high enough dose. It does not take much.
To simplify things, we can lump all nerve agents together. You do not
need to memorize the names or two letter identifiers of the different nerve
agents. No matter what you call them, they will kill you just as dead. For
the level of training needed to be effective as an airborne first responder
to an incident, you just need to know enough to look for the clues to tell
you what is going on below you.
The basics: Some nerve agents are odorless. But, from a practical
standpoint, if you can smell the ones that do produce odor, it is probably
too late. So focus on the symptoms the victims are exhibiting. The symptoms
of nerve agent exposure include runny nose, blurred vision, chest tightness,
headache, dizziness, difficulty breathing, nausea, vomiting, convulsions and
sometimes death. Initial onset of the symptoms is almost immediate, seconds
to minutes.
When you arrive at the scene, your aircraft will probably have the best
vantage point to survey the incident. You will likely be monitoring a
collage of reports from responders on the ground. Some may become casualties
as they speak. Needless to say, go high and move up wind. Weaponized nerve
agents are heavier then air so as long as you do not descend into the area
that is affected, you are relatively safe. It would not make a lot of sense
to deploy a weapon that goes up instead of down if you want to maximize
casualties. (Note, a HAZMAT incident is a different circumstance.)
Some nerve agents were originally developed as insecticides. If it is a
large-scale attack, you will see similarities from your vantage point in the
air to looking down on a nest of insects that has just been sprayed. Chances
are, if it is a terrorist attack, there will be lots of victims.
Some agents disperse rapidly. Some do not. Stay away. Rotor wash
insinuated into a contaminated area will only help out the bad guys. You
will contaminate your ship, yourself, and blow droplets off the ground and
onto anyone near your ship. If you are not flying in protective gear, this
is where you become a casualty.
The severity of the symptoms will vary depending on the concentration of
the agent, method of absorption (inhalation, ingestion, or absorbed through
the skin) and duration of exposure. In a large group of people, expect
symptoms to vary from mild to acute.
Because pilots are always cognizant of the wind conditions, reporting the
wind direction and speed with some degree of precision is an easy but
critical report for you to make. Reporting the apparent size of the incident
based on casualties observed is information you can forward that will likely
save lives.
You will be in a unique position to give the first assessment as fear and
chaos rein beneath you. If you can spot the source and position of the
contamination with out endangering yourself, do so. It may be readily
apparent. A rough Lat Long would be nice. However most terrorist
dissemination devices are designed to leave very little signature.
Often times the only way to determine the point of origin is by detailed
"mapping" of casualties on the ground to include birds and other animals. So
remember: stay high, stay upwind, and stay alive. Don't get dirty. An
aggressive pilot might very quickly put himself and his ship in danger while
attempting to determine the point of origin or by extracting victims that
have been moved upwind.
Indeed, even putting a contaminated victim in your helicopter for
transport might make you a casualty through a phenomenon called "off
gassing". If you as a pilot begin to feel the first symptoms of nerve agent
exposure, put the aircraft on the ground immediately and without hesitation.
The onset of motor control degradation is rapid.
How high is safe? It is terrain and weather dependent, but one thousand
feet ought to do it. However, in an urban area with high-rise buildings,
channelized wind currents can push the vapors up into the air above the
buildings. Err to the side of "too high".
Meanwhile, back at the Emergency Operation Center, the Critical Incident
Management people are trying to build a "plume" model so they can safely
react, respond to and evacuate the proper areas. The most accurate initial
information will probably come from you. The "plume" is a function of the
amount of agent the type of agent, the source location, and prevailing wind
conditions. Inaccurate information means inaccurate response. That means
more casualties.
Who is better suited to report this? A pilot who knows the wind almost
intuitively and has good observation on the scene; or a man on the ground in
the eddies and burbles of wind passing through an urban area with a limited
view of the scene who may be watching people becoming casualties around him?
Your vantage point and relative safety will probably allow you to maintain
greater objectivity.
If you have a video camera, "Roll film"! The tape may be instrumental in
the lengthy decontamination process that comes later or in piecing together
"what happened". One picture is worth a thousand words.
Treatment for nerve agents:
According to the Centers for Disease Control web site, "Treatment includes
atropine, pralidoxime chloride, and diazepam; ventilation to support
respiratory function; and supportive care. Using appropriate personal
protective equipment, remove, bag, and seal contaminated clothing.
Decontaminate skin by washing it with large amounts of soap and water."
This treatment is fairly universal for all nerve agents. Most agents can
be absorbed through the skin so removal of contaminated clothing and washing
the skin is important. Some agents are "persistent." They may not dissipate
rapidly and may be in the form of droplets rather then aerosol. Myth: nerve
gas is not really "gas"; it is an aerosol that emits vapors.
Until washed off, your body will continue to absorb the agent and you and
those around you may continue to be exposed to vapors even if the
contaminate does not penetrate through your clothing to reach your skin.
Clothing that has been contaminated will remain a hazard to you and others
you may brush up against. Your aircraft should be examined and
decontaminated also by a trained team post incident.
Here is the really bad news: It is important to understand that if the
aircraft has been contaminated by an acute exposure to a liquid or vaporized
agent, the most effective method of decontamination will be to incinerate
the aircraft under controlled conditions. (If the pilot is not in protective
gear, the contamination will rapidly send him into uncontrollable
convulsions followed by a crash.)
Military aircraft decontamination protocols require a level of expertise
and equipment that are unavailable to most civil law enforcement
departments. The nerve agent will bond to paint, wheels, upholstery,
electrical wiring, control cables and every part of the aircraft. Once
bonded, it will not wash off, but leaks out again slowly over a period of
time. The amount of time is classified, but I am told it is longer then you
think.
Your helicopter becomes a flying toxic waste dump. The reason
decontamination is normally not an option is because the nature of the
chemicals used for decontamination will ruin most of the parts in an
aircraft. Once it has bonded, soap and water will not wash it off. In
"laymen's terms", imagine if the only way to clean the wiring and computer
chips in your equipment is to rinse it in a concentrated acid.
Some of us were and are trained to fly in what the military calls MOPP4.
But understand this, if someone talks you into donning a suit and a mask and
flying into the site for an absolute urgent and mandatory mission;... even
if your Medal of Valor is not posthumous, you will have defacto destroyed
your helicopter. So when you do your risk assessment for the mission, start
with the baseline: "One helicopter totaled."
If you or your crew start suffering symptoms, you will require immediate
first aid. If there is not a "decontamination team" on site yet, look for
guys wearing camouflage and holding M16s.
Military personnel are issued and trained in atropine auto injectors. If
there are National Guardsmen or personnel responding from a near by military
base, they will likely be equipped with these. The auto injector is a
spring-loaded device that automatically injects the atropine through clothes
and into the system. It is held against the thigh and the needle
automatically pushed ("fired" is the word I prefer) into the muscle and held
there for 10 seconds. It takes up to 15 minutes for the antidote to take
effect.
The atropine is an attempt to "stabilize" your condition. If it works,
the symptoms you are already experiencing will normally remain. You will
probably stop getting worse, but you will not get better until the agent
wears off. Atropine, itself, is pretty rough on your body. We have probably
all seen on TV when someone is dead on the operating table and the doctor
sticks the big needle in his heart to get it running again?... that is
atropine.
The good news is that if you survive the nerve agent, and survive the
antidote, most people make full recovery. Most long-term effects are
secondary, such as brain damage caused by oxygen starvation to the brain
during periods of respiratory failure before getting medical care.
Training is the key to survival. If there is a military, guard or reserve
unit in your vicinity, it would behoove you to become familiar with their
equipment. Most units would be more then happy to provide your department a
little training. And 15 minutes of formal instruction in a nice calm
classroom environment, including some hands on time with the actual
equipment could save lives (including yours) if you are ever find yourself
in a situation where people are deploying with that equipment. Do you really
want to be reading the instructions on the side of an atropine injector as
your chest tightens and your vision blurs?
If the day ever comes when you find yourself responding to this type of
incident, do not become a casualty yourself. You are the eyes of the
Emergency Operations Center in that critical first hour. The information you
provide will likely save more lives then any other effort by a responding
unit. Stay high, stay upwind, and stay alive. Aggressive flying will make
you a casualty and endanger the many lives that are depending on you for
accurate information.
(Back to top)