bocumENT RESUME

ED 110-605 CE 004 372

AMTIPPR LeMaster, V. Dean; Gray, Thomas H.TITLE' Ground Training Devices in Job Sample Approach to UPT

[Undergraduate Pilot Training] Selection andScreening. Final Report, September 1972-August1974.

INSTITUTION Air Force Human Resources Lab., Williams AFB, Ariz.Flying Training Div.

RETORT NO AFBRL-TR-74-86PUB DATE Dec 74NOTE 59p.

EDRS PRICEDESCRIPTORS

MF-30.76 HC-$3.32 Plus Postage*Flight Training; Personnel Selection;. *PredictiveAbility (Testing); *Predictive Measurement;Predictive Validity; *Predictor Variables; ScreeningTests; Simulators; Student Testing; *TaskPerformance

ABSTRACT-The purpose of this study vas to -develop a- screening

ptodeddte fot undergraduate pilot training (UPT). This prOceddre vasbased- upon the use of groundbased instrument trainers in whiCh UPTcandidates, naive to flying, were evaluaied in theit perfOrmande ofjob-tample tasks; i.e., basic instrument'.flying. Training-awl testingsessions-Were conducted in a highly standardized and tightlycontrolled environment. Student performance was scored using onlyobjective measures of aircraft control and tysteis management. Thejob Sample approach proved highly successful in predicting studentperformance in the T-,37 phase of UPT. Attrition, due to causes otherthan a lack of flying skill, was not satisfaCtorily predicted by thisapproach. Two-thirds of the document consists of eight appendiies:T -40- program guide excerpts, T-40 instrument procedures excerpts,test forms and scoring excerpts, T-37 phase summary data, forWardselection prediction equations for T-37 phase, pass-fail summarydata, forward selection prediction equations for pass-fail, andproposed T-40 screening program guide. (Author/BP)

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GROUND TRAINING DEVICES IN JOB SAMPLE APPROACHTO UPT SELECTION AND SCREENING

By

W. Dean LeMasterThomas H. Gray

FLYING TRAINING DIVISIONWilliams Air Force Base, Arizona 85224

U S.OEPARTMENTOF HEALTH,EDUCATION i WELFARENATIONAL INSTITUTE OF

EOUCATIONTHIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROM.THE PERSON OR ORGANIZATION ORIGIN.ATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

December 1974Final Report for Period September 1972 August 1974

Approved for public release; distribution unlimited.

'JUN 0 2 1975

LABORATORY

AIR FORCE SYSTEMS COMMANDBROOKS MR FORCE BASE,TEXAS 78235

NOTICE

When US Government drawings, specifications, or other data are usedfor any purpose other than a definitely related Governmentprocurement operation, the Government thereby incurs noresponsibility nor any obligation whatsoever, and the fact that theGovernment may have formulated, furnished, or in any way suppliedthe said drawings, specifications, or other data is not to be regarded byimplication or otherwise, as in any manner licensing the holder or anyother person or corporation, or conveying any rights or permission tomanufacture, use, or sell any patented invention that may in any waybe related thereto.

This final report was submitted by Flying Training Division, Air ForceHuman Resources Laboratory, Williams Air Force Base, Arizona 85224,under project 1123, with Hq Air Force Human Resources Laboratory(AFSC), Brooks Air Force Base, Texas 78235.

This report has been reviewed and cleared for open publication and/orpublic release by the appropriate Office of Information (01) inaccordance with AFR 190-17 and DoDD 5230.9. There is no objectionto unlimited distribution of this report to the public at large, or byDDC to the National Technical Information Service (NTIS).

This technical report has been reviewed and is approved.

WILLIAM V. HAGIN, Technical DirectorFlying Training Division

Approved for publication.

HAROLD E. FISCHER, Colonel, USAFCommander

*,SECURITYCLASSIFIGATION OF THIS PAGE (Wien Dati' (nod),_.

,REPORT14CUIAENTATION: PAGE'.

. READiNSTRUCTIONSBEFORE COMPLETING-FORM

.'s. REPORT NUMBER ', - ,-.

AFIIRL-1104-862. GOVT - ACCESSION NO. 3. RECIPIENT'S CATALOG NUMBER

, . -.

4.. TITLE (and Subtitle). . .

:GROUND TRAINING DEVICES IN JOB SAMP I EAPPROACHTO MT SELECTION AND SCREENING

. ,

-5. TYPE OF REPORT it PERIOD COVEREDFinalSeptember 1972 August 1974

6. PERFORMING ORG. REPORT NUMBER'

7: :Awl:HORN-

W.-DeintetlistertiOinaa,H: Gray

B. CONTRACT OR GRANT NUMBER(.

11 :RfRi!ORMING ORGANIZATION NAME AND AOORESS

FiliinetrAining Division -

Alf, Force Human Resources IaboratOrY,Nillfinis Air fOrce.Baae, kliOna 85224'

10. PROGRAM ELEMENT.PROJECT, TASKAREA & WORK UNIT NUMBERS

62703F.

11230313' :

II; CONTROLLING OFFICE NAME AND ADDRESS . , .

:114-AirFOrc:e Harlin Resources tabOratory (AFSC). .

1 -BioOki Air Foree Base, Texas 78235-.

,..

12 REPORT, DATE_

,Deaembei 1974',13. NUMBER OF PAGES-

-58'14. MONITORING AGENCY NAME 6 ADORESS(if different from Controlling Office)

.

.

i

15. -SECURITY CLASS. (of this report)

UnCiassified. .

15*. DECLASSIFICI DOWNGRADINGSCHEDULE

.

14. DISTRIBUTION STATEMENT (of this liven)-... .

.

Approved for public release; distribution unlimited..

I7.. DISTRIBUTION STATEMENT (of the abstract mitered in Block 20, if different from Report)

15. SUPPLEMENTARY NOTES

Complete copies of Appendixes A, B, and C are on file at Air Force Human Resources Laboratory, Flying-Training Division, Williams AFB, AZ 85224.

a: KEY WORDS (Continue on wrote. aids if necessary and identify by block number)

screening ground based trainerjob ample tasks flight framing .

student performance prediction attritionundergraduate

- .20., ABSTRACT (Continue on reveres side if necessary and identilyby block number)

The purpose of this study was to develop a screening procedure for undergraduate pilot training (OPT). Thisprocedure was based upon :he use of ground-based instrument trainers in whicfi UPT candidates, naive to flying,were evaluated in their performance of job sample tasks; i.e., basic instrument flying. Training and testing sessions-were conducted in a highly standardized and tightly controlled environment. Student performance was scored usingonly objective measures of aircraft control and systems management. The job sample approach proved highlysuccessful in predicting student perforMance in the T-37 phase of UPT. Attrition, due to causes other than a lack offlying skit, was not satisfactorily predicted by this approach.

ORM-DD 1 FJAN 73 1473 EDITION OF 1 NOV 65 IS OBSOLETE

4Unclassified

SECURITY CLASSIFICATION OF THIS PAGE (When Date Entered)

This 4erkarch,-0/at 'ComPletedcurider;Ornject;:1123,YOniteri. tatesi! Aiffince: FlyingTraining; Task,I12303illie E iploitation ,o(Sinntationin Flying Training;04 ,vo*-hitt 12*13; 3:*§Creening Study:. Mr._ Jaineaf.pnith wairtke,,prOjectScientist and :it lenfist:The report: cOVe ra-- researchperfOlnie between Sep:1'00er 10,2 Ind :-Atignsf -197;t. COmplete copies, of 4.0PendixesA, B, are-rxii file -atAir Force. ihinini; Revatqc es _ Lahnratork, Training,

.

AFB; AZ $5.224:

Tneau*orrivish appretiitioirto-tht*4. #lytnittrainingitngiVilliannAFB, .,41,kiiiona, for their ,,cooperation in ,,,the -cOnOntt, of the Study, to tt:Newcomer for his management of,,ATC iupPoit,And to Captains Ftiter,)r: and R*

_McFadden aignifiCarit, tontribtitiOns- study training and content:. Specialrecognition is given to 1Lt Onstelt fin developing the uhique.schedUies. required inthe stir*

PREFACE,

n.

TABLE.OF CONTENTS

. Page

I. Introduction:5

Statement of the Problem 5

Objectives 5

Background 5

Psychological Factors Considered in the Study Design 6

ApprOach 6

II. Methods and Procedures 7

Subjects 7Deicription of Apparatus 7Instructor and Operator Personnel -1 8Syllabus Development 9Study Design 11

Preliminary Scoring Prdcedures 12

AittomiticiData Processing 14Criteria 14Performance Grades 14Data Analysis 15

,.

III. Results 16

Data Description and Abandoned Procedures 16

Continuous Dependent Variable Reliability 17Correlations with T-37 Phase Criteria 18Correlations with the Pass-Fail Criterion 20

IV: Discussion 23

Training Accomplished 23Data Collection and Scoring 24Predictors 24Proposed Application of Research 24.Prediction of UPI Attrition 2:

V. Conclusions and Recommendations 25

References 25

Appendix A: T-40 Program Guide Excerpts 27

Appendii B: 1-40 Instrument Procedures Excerpts 30

Appendix C: Test Forms and Scoring Excerpts 32

AppendixD: T-37 Phase Summary Data 36

Appendix E: Forward Selection Prediction Equationsfor T-37 Phase 40

Appendix F: Pass-Fail Summary Data 46

3

6

A

Table of Contents (Continued)

'Apperidix.G!, 'Forward Selection Prediction Equations:fOr''Pass-faii 50

ppendix Proposed 1-40 Screening Prograth Guide 52

LIST OF TABLES

PageI T-40 Training Tasks 10

2 Test Form Illustration 13

3 15

4 Activities 15

5 Procedures 16

6 Maneuvers 17

7 Activities 18

8 Cofrelations with T-37 Phase Criteria 19

9 AFOQT and T-37 Phase Criteria Correlations 2O

10 Summary of Forward Selection Results 21

11 Correlations with Pass-Fail Criterion 22

12 Summary of Forward Selection Results 23

4

.

j3R0UND TRAINING-DEVICES IN JOB SAMPLEAPPROA('If TO 'UPTSOLECtION AND SCREENING

I. INTRODUCTION-

Seate'ikent of the Problem-. .,

. ,

. , the;purpoSeAilthe 'study was to investigate the, use of the, tA/F '37A440:Instrument. Trainer' as an.effectiVeieleitiOn'cievieo for early -identitiCat ion of critical flying abilities possessed by,titidergradtiate pilottIainiz Oft) candidates.

'Objectivei

the stUciY.had,(Vio objectives:. . . ,. . , '., :;.t.i_.,....

I,., 'The' primary objective of this 'study .waa to provide a,ineana WherebYii,,l1Pt candidate's ability to,learn to Perferin.piloting tasks cotild,bc,qUpittified with a high degree of-validttY,.

.2. the ,secondary objective was to provide the participating :Students .Viitb-.basiC instrument flying ,,skills, techniques, and elements :.Of ':infortnation':WhiCh -wotild,-proVe he'nefiCiat,doring .the 07' phase Of. . ,

0rtietiO it: , .

,,, , -'1..;,i,'.;,,,1

Bicitirritind.4 . >, I A 4

Ai-aresiilt of irk reasing'pilot training Costs and '!educed military- budgets, the ;United States Air Force ;,-,

(the largest,ionree.of jet pilots in existence) is vitally interested in pursuing all aYenties`fOrAedticing traineelOsses.without reducing the quality of output Of particular concern; is the continuing average of some 25Orient; of all .UPT enyants-,Whe--past all exiiijOg..preTila .trikilinvie rken'tn-4.prOceduresii,bite, Who are

.,elintniated:for.One ,reason ,oranOthei after ':.beginning , 0 ightt.traiiting.,-While,,ir appears improbable that . '' rtechniques will ever be devised which Wilf,permit reducing this percentage to-zeiothere-is some evidence

'e'' i',',available' that ;indicates, the figure could be reduced significantly .'In fact;' in a-recent'.stUdy,401 for the1975 to 1990 time frame, it was indicated that an attrition rate of illpereeneliyould,be a reallitiegeai.

...--

. .

To address the selection problem, it is necessary to remember that the existing .UPT , program iscoMposed, of a multiple step selection proceis. First, the requirement for most pilot' trainees to obtain a

"

college degree- insures -a nigh level of mental ability Second, the use of the Air Force Officer -QualifyingTest (AFOQT) is designed to provide additional assurance that trainees have definite aptitudes for learningto pilot, an ,airplane. Finally; the existing physical examination helps to insure that 'Pit candidates arephysically fit . for flight. The use of light aircraft in the pilot indoctrination _ program/flight, instruction,program (PIP/FIP)eand T-41 program. furnishes primary instruction- which may reduce the odds:of-anentrant ,being lost from later orograny phases. However, despite all these existing selection and screening-procedurea; student attrition remains a Problem ,

The final component of the UPT candidate screening, program is a,course of instruction in the T-41aircraft consisting of approximately, 16 , hours of flight. In conjunction with this ,program; research isPresently being conducted to determine the predictive value of psychomotor assessment of UPT candidates.This research is based on a learning approach and consists of two coordination testa. One isa gross measureof eye.hiod coordination and the other a more eolitpleic, eye-hand-foot coordination meastitement. Bothtests incorporate psychomotor skills similar to those, necessary to flying Positive results from this researchMay result in expanding the current UPT selection battery to include.thisassessMent.

While -the generally accepted role of ground-based flight simulators has been to enhance training orreduce required aircraft hours, in pilot trairiing, research evidence indicates that such equipment could beused to effectively screen out- 'those candidates who have minimum aptitude 'in' the' areas ofperceptua0notor skills. During World War 11 such devices were used to predict, successful ofUPT. Two of the more successful were the SAM Two-Hand Coordination Test and the Mashburn Two-HandComplex Coordinator device. These devices were demonstrated to correlate reasonably well with training,peribinianCe; however, they were difficult to maintain and were eventually dropped from the UPT selection*grant.

5

r

The :use,,ofiround-baSe4:flight simulatnis _in a.sereerting . role, has:beek recently implemented: The,AitchTrainIng,_ceriter,,a.linnsivhiCh telecti and trains ,pilots'for,,,Coniiiiereial airlines in the ,Netherlandi, has.evolved aneittreinelyeffeetive selection pregraM:for pilot trainees(ips'smith,personal: communication, 18litk10I9):211t#,etimination, rite:has- been reduced: tO2aliont A percent- by .,screening.based oirmeasuring,,Candidites".learning rites, on -a . serieSOf'prOgreSsiVely -Mere .comPlex.bisicinStrUMent=flYing jaskS,in the

trainer;.POliciitup studies have ,shown' student Performance '.in subsitientiiiin0g.014Ses t6.2reritain,diitribited ht,,eisentially° the order is,thatiecorderi,duiing1he screening, , ,.:program:T.

.Research using the-Link If-Model dAT=i trainer (Goebel,-Baum & ilagin- 101) established-Positivecorrelationsz,between the.instructor's'evaluations'of:student:,performance as measured in these trainers and

. student in, ther137 irSecia job. saMpling- aPPrOach that simulated. T41

Another,itudi,(tiiiirichs;;1970) demonstrated, that' the job sampling-approach to screening-was anaccUrate,predictor of, perforinance tasks. requiring psychomotor skills. Prediction accuracy, increased in

, ,

_proportion to'theeZtentiteiwhich the aetnaljask-Was saMpled-,-pskeholOgical,FactotiCo*leted In the StUdy Design

There have been numerous efforts, o identifYthe-PsychOlOgicalfaetotithat,detefipine the acquisitiOn,of,flying aridity. Althouih such ifiveStigationshavelyPically,prOthicedstudy-unique taxer-tonnes; the,ability-Iii'learnilyingSkilli is,generallYbelievedvto be-priniarily coMpOsed (aS'are nearly all skilled, performances).of.cognitiye,,perceptual.inotor, and motivational eleMentS: Aceordingly, in-this study, the tasltsoit whichstudent, perfOrManee. was measured' were :designed- to incorporate cognitive and -perceptual-Motorcomponents to the greatest extent -possible. No attempt was.** to 'test fei..motiyation, because nosatisfaCtory objective Measures of this faCtOr exist:in the.LIPT'Prograin,

.

The cognitive', portion-of 'the JOh-saMPle taskSconsistedrof three types of activities,.(1)shOrt-termmeMorY,:,(2) verbal information prOCessing in noise, and (3) rote learning of Procedures anclnetitette!a turd.

; The student's response to -verbal' 'airections..and', a light, box, operation are examplei of a' test of,short 'Orin-Memory. The communications and,;directionsstothe student 'required the .ability to processverbal information over an 'inserted:radio chatter background. Rote learning ability, was tested-,by requiringtasks to be performed in certain sequences and by using apPrOptiate nomenclature.

The spefeeptual-rnotOr aspects of the behavioi tested were tracking, manual dexterity, visualperception,.and reaction time. For instance: the maintenance of heading-exemplified, par excellence, atracking, task, manualdexterity was tested'by the many maneuvers requiring stick control; the very natureof instrument flight tasked the student's ability to interpret whit he saw displayed before him and finally,the oPeration Of the light box was specifically designed to assess the student's reaction time under.

.taitc-loadirig Conditions.

APPirOacir

The 'approach selected for this study was composed of three major elements: job sample testing;training program adaptability; and, objective performance ineasure,s.

JokSanipie-Tesikie. SeleetiOn of the Material presented to the Subjects of this study required a surveyof the-UPT.flYing Syllabus tasks-to determine those compatible with T-40 capabilities. It was determinedthat ,atinitiunient maneuvers and navigation ,procedurei prescribed-in ATC Syllabus P-4A-A could bedeMonstrated;'.Poeticed, and !tested in the trainer: Althdugh time constraints on student availabilitynecessitated. elimination of training in instrument penetrations, aPproaches, and some voice procedures,the maneuvers, used in this study constituted an extensive job Sainple,of the instrument training portion ofthe' UP1' program. In ,additior, the light box tasks provided an assessMentof the ability of each student to

taiks,unclet the stress situations typical of those encountered during,instrument'flight: 1

Adaptability. This study was designed to be conducted within &e time 'Spandevoted:0'41 screening for preirious classes. This was done to reduce interference with the participating'siuderits';' ongoing training. For the classes involved, T-40 training was in lieu of T41 training. The programdeveloped' was sufficiently flexible to accOmmodate delays due to trainer maintenance, instructoravailability, or other unforeseen probldms. 9

Student Performance Measures. In order to accomplish the purposes of the study, it was necessarythat the measures of student performance obtained from the T0 trainer be representative of thebehavioral domain of UPTflying skills. In addition, it was desired that these measures be free from observerbias or inexperience, and be highly practicarto collect. These criteria were met by carefully objectifyingeach performance measure.

Each student's "flying" ability was measured, using performance indices that could be:observed in anobjective fashion, simply recorded, and scored with little or no .interpretati3n. Three types of measureswere used:

1. Aircraft Control Measures. degree of student controLover the aircraft was determined by howclosely airspeed, altitude, headirig, power setting, etc., matched the flight parameters specified for a givenmaneuver.

2. Systems Management Measures. The tasks required of an Air Force. pilot extend beyond merelyflying an aircraft. For example, navigation and weapons-systems must- be..:managed efficiently. Systemmanagement tasks were simulated by using the light box to present analogous problems, and the,student'sresponse time and errors were observed.

3. Flying Procedures Measures. Following procedures constitutes an important. part of the pilot'sjob. In the T-40 study, execution of taski of this nature was represented by communications, VORprocedures, etc., and scored as either correct or incorrect.

AFOQT Scores. The AFOQT was included in this study because its use entailed practically noadditional effort and seemed to complete the set of predictor variables. The five sub-tests of ihisliatterythat were used consisted of: AFOQT 1 pilot percentile; AFOQT 2 navigator.fiercentile; AFOQT 3quantitative percentile; AFOQT 4 qualitative percentile; AFOQT 5 officer quality percentile. Nofurther description of this instrument is contained in this report since it has been completely described inmany other sources.

. H. METHODS AND PROCEDURES

Subjects

Undergraddate pilot training classes 74-05, 74.06 and 74-07, assigned to Williams AFB, were screenedfor eligible subjects. The planned restriction to use subjects completely naive to flying proved impracticalbecause of the incidenCe of flight experience among the class members. However, Air Force Academygraduates and students who had completed the ROTC Flight Indoctrination Program were not consideredeligible. Additional restrictions to eligibility were:

1. Civilian flying experience not to exceed 150 hours.

2. USAF navigator experience restricted to non-fighter type aircraft (e.g., B-52 Navigator).3. Other military flying not accomplished during past three years (e.g., Army helicopter pilot).

The number of students completing the study program was: class 74-05, 54; class 74-06,38; and class74-07, 36, for a total of 128.

Description of Apparatus

The A/F37A-T40 Instrument Trainer contains side-by-side pilot's and copilot's stationsclosely resembling a T-39 cockpit. At the aft end of the cockpit section is an entrance stairway andplatform. The motion system hydraulic power supply is located under the platform. The computer modulesand electrical power equipment are located in the nose of the cockpit section.

The motion system has two degrees of freedom (pitch and roll) with a cue "wash-out" system. Theoperator console duplicates most of the cockpit instrumentation,and contains "problem freeze," "altitudefreeze," and "position freeze" features. Instrumentation on the pilot's panel is somewhat similar to.a T-38;the copilot's panel closely resembles the T-37 panel.

Modifications. For the purposes of the study, certain modifications to the basic T0 Trainer wererequired. -

Audio ,Communications. Electrical wiring was modified to permit a cassette tape to be playedsiMultaneously into all three trainers through. the UHF radios, to the three operator consoles, and to anidfustahle volume sneaker in the console areaCockpit /ccinsole wiring was modified to permit the consoleoperatorsto-tnonitor.and interrupt "hot=mike" signals-from both cockpit stations. In addition, to make theT40 microphone, system compatible with tilt: Helmet Gu22P/Mask BU5P worn by the subjects, an_impedance-matching power supply-amplifier was added. to each trainer.

PperatorStation. Features:of the T-40 instrument console used in this experiment were displays ofaltitude; airspeed, heading, rate-Of-climb, and UHF frequency. These features, of course, are standard, butmounted -o'' each console table was alight control box. Each control box contained three sets of toggleswitches; on. set of nine and two sets of three switches. On the face of the box were also mounted STARTERROR, COMPLETE, and POWER ON lights, START and STOP buttons, and a POWER ON/OFF switchEach cOntrol'box contained its own event timer. This timer was started by the operator the same instalight problems were presented. The timer was .stopped. either by problem solution in the.-cockpitrninuallyby the operator When the allotted time hid expired:

ntOr

Timing.-Console operators-used an elapsed-time clock located above Console #1 and clearly visible tothe other operators. This timer was used to allow operators and instructors to keep track of the timedinstruction blocks and to prepare for data recording during test periods.

Instructor and Operator Personnel

The instructor and operator pqrsonnel used in the study played a highly implrtant role. Thefollowing sections describe their selection, training, and duties.

Instructor Pilots (IPs). Six groups of 12 IPs were utilized in presenting the 1-40 course of instructionto the three participating UPT classes. These IPs were selected from the 96th FTS (T-37) and the 97th FTS(T-38) at Williams AFB.

Instructor pilot experience ranged from recent UPT graduites awaiting assignInstructor Training Course to IPs with several years' experience. IPs assigned to Air ForeLaboratory, Flying Training Division (AFHRL/FT) served occasionally on a fill-inused in the study had approximately five and one-quarter months' instructing exptotal flying time. These instructor pilots averaged 190 hours experience in active fli

Each group of IPs presented eight lessons comprising one half of theoperational requirements would not permit the retention ofa single group of !Psientire program to a class.

ment to the Pilote Human ResOurces.

basis. The aVercge IPerience and 600 hours

ght instruction time.

Course since flight lineong enough to present the

IP training was divided into group briefings and individual training sessions. AFHRL/FT pilotsconducted the IP training. An outline of the group training session subject matter follows:

1. An introduction including program objectives, related screening programs and research, generalmethodology, and student/instructor scheduling.

2. 1-40 simulator orientation including cockpit layout, control response, and freeze and resetfeatures.

3. Study of the program guide including format and task descriptions, methods for student "handson" instruction, and reetnphasis on standardization.

4. Demonstration of the command tape.

5. Demonstration of test data recording.

6. Deinonstration of light box tasks (for second IP group in each class).

After the group oriefing, each IP was given a thorough checkout in the 1-40 trainer byan AFHRL/FTinstructor. The IP practiced flying each maneuver to be presented, resetting the trainer to parametersspecified in the program guide, instructing from the guide in coordination with taped time signals, andrecording test data while the HRL instructor flew a typical test.

Included in each student training period was a. thflight, and a fifteen-minute debriefing. During the briestudy assignment, used the program guide and an instr

irty-minute briefing, a forty-five minute trainerPing, the IP reviewed and discussed the student's

ument panel training aid in explaining the maneuvers

8

to be covered, and answered questions from the student. The program guide and taped time and test signalscontrolled the instructor's presentation during the trainer flight. The IP was also required to reset tliCtrainer to specified parameters, repeat taped test commands for the student, and record data during testperiods. After the trainer flight, the IP gave the student a critique on his performance in the trainer andanswered student questions on the material covered. The stntlent's study assignment for the following'lesson was given at this time.

Console Operators. Operators were temporary civil service employees with clerical experience whowere hired specifically for this study.,

Operators were trained to read and interpret the aircraft instrument displays on the 1-40 console,record readings on specified instruments, reset the trainer position and operate the light control box. Thechief console operators were further trained to operate the cassette tape player and the master timer.

The primary duty of each console operator was data recording during the training sorties. The courseoutline and data recording forms kept the operator informed as to the specified data recordingrequirements. Time signals indicating the instant the required readings were to be taken were received overthe operator's headphones from the tape player. The taped commands to the student enabled the operatorto keep track of test progress. At the end of each period, the chief operator restarted the tape andsynchronized the master timer with the new tape.

DurTlg :he portion of the program devoted to VOR training, the operators were required toreposition the trainer to predetermined locations on command from the instructor.

The final four training periods were continuous testing sessions and require the operators to initiatea new problem on the light control box t forty-five second intervals, record reaction times, errors, andinstrument readings.

When not occupied at the console, operators collected and scored the test forms containing the datacollected by both operators and instructors.

Syllabus Development

The syllabus of instruction (Appendix A) for this stud:, was designed to use the job sample approachfor screening candidates for UPT. Also, the nature of the study required that identical quartities of trainingbe administered each student in order that the testing provide a valid indication of each student's ability toattain those skills being taught. The predictive criteria were determined to be the candidate's abclity toassimilate, retain, and utilize information presented in a flying training situation. Since the devices Ava;:able.for conducting this study were 1-40 instrument trainers, the UPT syllabus was examined to determinewhich of the UPT tasks could be effectively trained in the140.

T-40 Capabilities. All instrument flying tasks included in the T-37 phase instrument check were flownby current T-37 instructor pilots in the T-40 trainer. The only maneuver the trainer was incapable ofperforming properly was the aileron roll (a confidence maneuver) due to the absence of response tobackstick pressure when bank exceeded 90 degrees.

Syllabus Design. The syllabus was constructed to accommodate a student with no flight experienceand no knowledge of aircraft instruments. A building-block approach was used, starting with straight andlevel instrument flight and increasing task complexity in logical steps. The scope of the training programwas limited by the length of time the students were available. Each student was instructed in basicinstrument maneuvers, progressed to steep turns, confidence maneuvers, and unusual attitudes andconcluded with practicing VOR instrument navigation skills which included course interception and holdingpatterns.

Academics. Academic instruction during the screening phase of UPT has not, in the past, containedany instrument flight lectures. This training normally is first encountered during the T-37 phase. Ratherthan move a bloc1.-. of instrument flight lectures into the screening phase, then repeat the lectures during theT-37 phase, an alternative was exercised. The T-37 academic section of the 82d Student Squadron prepareda special 1-40 Instrument Procedures work book (Appendix B). The contents of the work book werelimited to instrument tasks and procedures covered in the 1-40 study. These work books were issued toeach student for independent study. Students received additional daily reading assignments in AFM 51-37,Initrument Flying, and ATC Manual 514, Primary Flying, Jet. Access to these manuals was strictlycontrolled to provide equal study time to each student.

12

I'd Ski. 'able I giyeSjhelist (Attie :training tasks;selected and tbe-sottie number in which the task was'first introduced-

%

'Thb/c-1:1 f401:taining,.1.340

SortiNo.

3

4

6

. .

I-40 ,Trai her FOMiliarizatiOn..

Straight and Level.

At titude' Clintbt anir DeseentiConstantAiispeed Climb§ and DescentsLevel Off . .

Change,cif-Airspeed-Norinal 30° 'Bank)Ncirinal Turni to Headings

Change of AiiiPeed in a TtirnClimbing' and Descending TurnsSteep Ttirns11° Bank).

Rate Climbs and'Descents

7 Simultaneous Changes of Heading, Airspeedand AltitudeVertical "S"

8 and 8A Unusual AttitudesWingover

9 Instrument TakeoffTech Order ClimbVOR Homing

10 RMI and CDI InterceptsVOR Holding

11 Standard Instrument Departure

12-16 Composed of a series, of light box stresstasks superimposed on the performance ofthe simpler basic instrument flightmaneuvers introduded in the first six

'sorties.

Instructional Techniques. In order to present a highly standardized course of instruction withMaximum "hands on" student training, the number of situations requiring indiiiidual instructor techniqueor a judgment by the student were minimized. Actions required to perform a task were proceduralized tothe maximum extent Possible. For example:.

1. Turns to headings the recommended rollout lead point of one third the angle of bank waschanged to procedural lead:points of 10° for a 30° bank and 20° for a 60° bank.

2: Level off the recommended lead point of approximately 10 percent of the vertical velocity wasmade a flint procedural lead point.

10

Standardization. A major problem in presenting highly standardized training to each student was toovercome variations in instructor quality. IP experience ranged from zero instructor time to over four years.

To minimize this effect, a detailed course outline was prepared wipe!' covered point-by-point, the items tobe discussed in each. mission briefing, trainer flight, and debriefing. All instructors were directed to adhere

strictly to the course outline and to refrain from using individual techniques in presenting the training.

The -taped time signals, received over the instructor's headphones, tegulated the length of trainingtime to be devoted to each task.

MI instruction in the trainer was presented verbally. No IP demonStrations were utilized With theexception of the unusual attitude setup, the student had the gainer controls throughout the progTam.

Study Design

The study design was modeled along the classical predictive paradigm common in appliedpsychological research. Of necessity, such an approachjs longitudinal and uses actual job performance ascriteria. Based as it is upon empirically established validity, the model is robust. Results obtained from thiiapproach are truly representative of the predictiVe power of the test instrument since the study conditionsactually. duplicate the selection situation. The test instrument, of course, was a job sample and this addedrelevanceito the study because the more closely the selection instrument reproduces the behavioral tasks ofthe,actUal job, the greater the content validity of the selection procedure. The job sample test was directlyrelated to the activity to be predicted, gave the UPI candidate a taste of piloting, and was minimally (if atall) culturally biased. Individual differences in ability were minifested in differential performance onsimulated piloting tasks.

Controls. One of the major difficulties in an approach of this type is maintaining control over theexperimental environment. In the present study three dimensions of control were used. First, students ineach of the three classes were randomly assigned to one of two sections (A or B). Durhig the course oftraining the period of instruction was counterbalanced between a.m or p.m for two sections. Second, atightly controlled plan was developed to alleviate potential instructor/trainer/period of instructioninteractions. Through careful scheduling, it was possible to insure-that each student had approximately thesame number of training flights in each of the three trainers, at different periods of the day, and with thesame number of different instructor pilots. As a result, IP-student interaction effects were minimized,trainer device idiosyncrasies were pegated, and consequences of circadian functions within students weregreatly reduced. Third, by making the training period a minature replica of the flying task, events werehighly structured. The student's sequence of activities always followed a rigid pattern: sortie preparation(45 minutes of individual study on printed materials germane to the sortie); pre-sortie briefing (30 minutesin which this material and the sortie were reviewed by the student with his IP); training period (45 minutesof 1.40 instrument training); and sortie debriefing (15 minutes of performance critique by the IP fcr thestudent).

Testing Procedures. The test of the student's performance adhered to a completely structuredprotocol. Each test occurred at a predetermined time during the 45 minute period. In all, 25 tests wereadministered to each student. The first test occupied 10 continuous minutes in the second training period;the 20 subsequent tests were contained in two five-minute intervals occurring during each of the next 10training periods. In the latter case, each five-minute test was separated by approximately 20 minutes oftraining. In the remaining four periods (i.e., those incorporating light box problems during the performanceof flying tasks), response time/accuracy measures and instrument flying task proficiency measures wereobserved continuously throughout the training period.

Testing instructions were relayed to 1Ps and operators via headphones. These instructions dictated theinitial setup conditions of the simulator (e.g., altitude 16M, heading 360; airspeed 250 kts, etc.), and theparticular test to be given. A one-minute preparatory interval followed in which the simulator was set up;the IPs and operators prepared to collect data; and, the student was alerted that a test would occur.

At the beginning of a test, a taped signal (i.e.,-beep) was given to IPs and operators. The IP then toldthe student what maneuversto nerform. As the student attempted this task, "beeps" were sounded at10-second intervals over the headphones of the IPs and operators. Cued by these stimuli, IPs and operatorsrecorded designated instrument readings from their panels. This process continued until the test wascompleted.

II

peisligintlYoriables.: As deSeritied in iheintroduction, thiee.classes of objective measures of pilotingperthrinaitee-,7airetificonti61; 4Stents'Managentent; and' flying procedures Were deiel-opedfin order toassess. By -Ming, tee job: sample approach, tested ($ehaViori! were ;directly,iefeietteedliO specified -task' performance teqUirementi. This all- recorded- observations the-student'slietforMaike;WTre scored upon abioltiteitandaidi as defined by the mineuVerdetetiPtiont utilized 'KITT.'No jtidginenti were made-as to the quality Of.the performance, only the student's measured deviations fromestablished criteria were used in-the:evaluation

The ; :dependent Nariablet:Chniesptinding: to -.the three. classes of objeCtire:miasuret: of piloting,lierformaineeirre as'follo!A:

.Measures, ,airciaft- flight Oriatiieters(the, analog of :aircraft,_control). Variablet used 'Were;

airatieeriAiit, knots), :altitude (in feet)heicting--;(in .ilegreet),,pitch (in barwidilit degrees),,bank-(in-i),_Oitelithank coordination = (ditplayed Wing:tip position on the artificial horiZon), vertical:

(in feet _per Minute); -and troll:rate(ChrreCt rate ,U.Sed - incorrect rate uted).-; the foliowingexiMple is givenclarify the ,nte: these inaifinyirs;:i.ditected:to maintain 250 kith ts LAS, a.student Avit-obterred at .25i,

256 251 248 - -' 250,. and 25.4 ,knets. LAS-during a -60-sechnd -test- intet."1- Schres'- recorded -flit thitperformance Were the underlined digits; i.e., 2,6,1,2,0; and 0.

2. Afeltirrit ot.iyireiti.iiinnagement4ibditk.Using'the-ligjit bo-x;-pioblemS.,_of degrees ofcomplexity were presented to the student while he "flew" the trainer.* amount of time (in seconds) thestudent required-to solve theseproblems and-the. accuracy (i.e.,.coitict-Or-incoitect)-Of hit _shlution wererecorded.

.3:,leasuirs of" flying Oiveeduris compliancE. This set of -variables-cOrisitted-of power setting, IVOR=

jfitereetit; VC/Kr:holding,_ take-off procedures, turns to assigned headings, recovery: from unusualattitudes; and Simple radio-communications. The studenci performance was recorded as either correct 6r.

incorrect.

The result of this effort was to,produce 25 tests.in which the total:nut-0er of items was 342. Sincethe tittle was .fixed,-the actual number 4-items in each test varied, but the totalmat approximatelythe same for all tests. Of the 342 items, 208 ,-were composed- of "continuous" dependent variableobsei-Vations.(e.g:,_ airspeed) and .134 were composed of "discrete" -dependent irariable observations (e.g.,poWer.seithig-as correct or incorrect). Examples of the special test forms prepared to record these data arepresented in Appendix C. Acting on.the taped cues, data...r.ecording was accomplished by. the instructorpilott-anclthe console operators using these test forms.

Prelirniniry Scoring Procedures

Before the data could be scored, it was necessary to correct certain data points to account fortransitions during a maneuver, instructor errors, or minor trainer malfunctions. Specific examples of thesesituations are:

1. Transit- ions. During, airspeed or altitude changet, a short time interval was allowed for the IP torepeat the:cominand and the maneuver transition to be completed.

time_

data points occurring after atransition- was-complete were-scored. As an extreme case, six data points were recorded for a transitionfroth 250,KIAS- to 230 MS. It takes 30-seconds for-an IP to repeat the command and-for a properlyexecuted-airipeed decrease to occur. To allow for this 30 second interval, the first four airspeed data pointswere deleted and only the last two-were scored.

Bank data were scored during the time the aircraft should have been established in a turn. Data pointsat which the aircraft should have been rolling in or rolling out were not scored.

During the Vertical S maneuvers, only data points.at which the aircraft should have been in a steadyclimb or descent were scored. These points occurred at :20, :30, :50, 1:20, 1:30, 1:40, and 1:50 minutesaftit the original -:command. All other points were omitted from the analyses because they occurred duringtransitions.

The instrument take off could not, be scored based solely upon the time elapsed from the,originalcommand. IPs did not-always get the trainer set up.in time for the student to- egin the task on command.Therefore, -the -task was not considered started Until brake release, at which point airspeed showed anin-create. The maneuver "ITO to 5,000 ft" is a task that illustrates this point (Test 9 -1, 1G-1). Table 2,which is a partial -copy of a test font!, is given below to illustrate the discussion of these points.

12 1 5

k

Table 2. Tedform Iliutptation

Airspeed . Heeding Altitude Pitch

Brake' J.,,,,, X

X

X

X

360

360 -

x

X-

X

X

X

X

.

Relea:sel(first

airspeedincrease)

X- 360 X 10X 360- X _ - 10X 360 Xf 10X 360 X 10

220 360.-- X X220 360, X X

. 220 - 360 X X.- ,X 360 X _X

X _360 X X

Pf) 360 5000 X250 .360 5000 X'

X = fkirvelevant Data: Transitional State. etc.All readings taken at 10,second intervals.

The test form example in Table 2 indicates edited data with an X in the appropriate data space. Thedesired value for each data point was placed in all other data spaces. Tests lyre scored by computing theabsolute deviations from the desired value.. Numbers in the data space on the discrete items, such ascommnitiCationi, indicated the value al-signed to that particular _response. The examples of test. fofins_

"resented in Appendix C indude. -this information.

2. instructor/Trainer Malfunctions: In a very few instances, the instructor pilot recorded the wrongdata on the test sheet, failed to record the data, did not set up the trainer in the proper configuration, orgave erroneous instructions to the student. Also, trainer malfunctions occasionally invalidated some data.Such situations were rare and accounted fort ess than 23 percent of the total amount of informationcollected-in the study. To fill in the missing data cells,,a simplified version of the estimation methoddescribed by Bennett and-- Franklin was used-(Witier, 1971, pp. 487-490).

Final Scoring Procedures. When the data matrices were complete, the final scoring steps wereperformed. Since three classes of objective measures of piloting performance were used as dependentvariables, a procedure was required for scoring each type ofmeasure:.

I-. Measures of-Aircraft Flight Parameters For these -measures, the absolute deviatibils from zero(i.e., perfection) for each separate parameter for each maneuver item were converted to-Z scores. Largedeviations, therefore, were represented by la*, positive Z scores. Small deviations (or zero deviations inthe case of outstanding performance) became large, negative. Z scores. This procedure should beremembered in subsequent discussions of the study results because it explains why negative correlationsexist between the predictor and criterion variables for this class of measures.

2. Measures of Systems Management Ability. These measures consisted of response time andaccuracy. The procedures for scoring response times were identical with those described above and similarresults were obtained. Inspection of the data revealed that there was too little variation in accuracy scoresfor these measures to be useful predictors so they were excluded from further processing and analysis.

3. Measures of Flying Procedures Compliance: These discrete measures were scored by simplycalculating the percent of correct responses out of the total opportunities presented. These percentageswere then Z scored.

13

16.

Automatic Data Processing,

The data entered on the test forms was scored and then keypunched on IBM cards. After verification.these cards were read onto magnetic tape and all further data processing and statistical analyses wereperformed on AFHRL/FT's SEL136 computer.

Criteria

The selection of criteria measures for quantifying achievement in UPT is not -a simple, straightforwardprocess. As with most human undertakings, "success" is a relative matter, and may be viewed from eitherin individual- or institutional standpoint. There is also a temporal aspect to this problem and thedeterminatiOn of when criteria have ripened sufficiently is a subjeCtive judgment. But there do existpractical considerations in UPT which, to some extent, force an operational definition of "success." At themost primitive measurement level passing or failing students may be identified; this crude dichotoMy can berefined by using the grades assigned to students based on the performance they exhibit during training. Anadditional consideration is that the vast bulk of student attrition occurs early (i.e., first eight weeks) in theT-37 phase of UPT.

Conclusions that may be drawn frOm the preceding paragraph are:

1. The T-37 phase of UPT is an apprOpriatetime to develop criteria:

2. A choice must be made to use piss-fail and/or performance grades as criteria. Consequently, thispoint will be discussed in some detail.

Pass-fail is an uncomplicated criterion measure, but it may. in some cases, be inappropriate. There aresix Air Force categories for attrition, or failure, in UPT: flying deficiency, self-initiated elimination,manifestation of anxiety, academic, medical, and administrative. AlthOugh it has been argued that the firstfour categories reflect a lack of flying ability, experienced investigators know this is often not the case.Student motivation, managerial attitudes, administrative convenience, and a plethora of less easily labeledcircumstances invalidate such an assumption. However, the pass-fail criterion is extremely easy to use and,since it did not complicate the analysis, it was included.

Performance Grades -

T -37 phase performance grades offer criteria that more closely sample the domain of flying ability.These grades are generated under nearly equivalent test conditions, assigned by highly experienced checkpilots and trained IPs, and can be combined to prOduce a more accurate (and probably stable) picture ofthe student's capability. Admittedly. most of these grades are based on ratings, but these ratings arejudiciously allocated. In fact, these grades represent the best measures of flying ability available in the T-37phase of UPT.

Four T-37 phase performance grades were obtained for each non-attriting student. These grades andtheir composition were as follows: .

1. T-37 instrument check-ride grade. Composed of the summed ratings on maneuvers given on theT-37 instrument flight check.

2. Combined T-37 check-ride gnides. The arithmetic mean of the rating scores obtained on the twoT-37 phase contact check rides and the T-37 instrument check.

3. T-37 flying score. A composite of (1) and (2), above, combined with ratings on maneuvers whichwere assigned daily by the student's IP.

4. Overall T-37 phase grade. The final grade assigned at the completion of the T-37 phase; composedOf (1), (2) and (3), above. and the student's academic grade.

After careful consideration, the T-37 instrument check, the T-37 check rides, and the overall T-37phase grade were selected as criteria to be used in this study.

14

Data Analysis

The data analysis was based on three sequential steps: combining individual test items into largerunits of analysis; determining the reliability of these units: and, developing the equation to express therelationship between predictor variables and criteria.

Item Combination. The 25 tests were composed of 342 items of which 208 were defined ascontinuous measurements and 134 were defined as discrete measurements-Since the total number of UPTstudents, participating in the study was only 128, it was necessary to conibine these items in a logicalmanner to-avoid.over-determination of prediction. This problem had been foreseen at the outset of theStudy and its .solution was easily obtained. The test items, were merely the observed parameters of certainselected piloting and psychomotor tasks; e.g., straight and level instrument flight and response time, whichhad been converted into Z scores. Thus, the various items could be readily combined into perfectlyhomogeneous groups of tasks. The proper nomenclature for these item groupings is a maneuver, anactivity, or a procedure, depending upon the nature Of the task involved. Tables 3,4, and 5 identify thesetask groupings and list the number of items so combined.

Table 3. Maneuveis

NameNumberof Items

Straight and Level Flight 26.Pitch Control Maneuvers 4Change AirspeedClimbs and Descents 18

Turns 22Rate Climb or Descent 6Complex TurnITO 12Vertical "S" Alpha 8Vertical "S" Delta 4Steep Turns 19Stressed Stiaight and Level Flight 6Stressed Altitude and/or Airspeed Change 5

Stressed Complex-Turn 8Stressed Rate Climb or Descent (VS-A; VS-D) 7

Table 4. Activities

NameNumberof Items

Frequency Response Time Practice 2Single Light Position Response Time Practice 2Double Light Position Response Time Practice 1

Frequency Response Time 11

Single Light Position Response Time 11

Double Light Position Response Time 2

1R IS

, , , ,

-' 4 -',, _.

. -

,4111111,2-

CoinininiCati6ni.=

Power Scttmg

Roll-Out Aiuracy 30° Bank Turn

Wrngover Roll Rate

.-

=-

Roll-Out 'Xceurae.y 60° Bank Turn"..Viiiiioyer :

:AdVaneeil-inStririnenttrOcerloreS.

Of items

lieirabitioi The- reliability 'ot each- iioniogenatis group 'Of tasks viat 'eitimated >Using the,Kndo r-Richardion formula 20 to determinee its internal,Consisten4.:y1Cionbach;1970; 0458461):

Prediction Fquazson. Two contradictory priricipieSare. involved in the defeicipriteni-dihe:Iiitear..ie-Oess'AciiiiqUation:used:Jo Preitit." -t ftlieseleeteit criterion. The first principle atts-- to:int:hide as manypredictor scores as possible (in_order to Obtalmtliebest)eait,s4Uares:14 while the tecOfirl;'PrirOple seeksparsimony ptirpOSesof,fUtirier.iiata collection and interpret4i6fi.:T1*-eini),toniise.lietieett.thes-e-tiyoprincipLes is a: !natter . of experimenter judgment as to what Method Wilt: Produce; tile "best" regressioneignation.....The-Metbod:used in thel,40.study-iS.claiiitiedas-a 'finward.Se1eCtioriprOCCOnre by-Oraper;andSmith .(1966,- pp. 163-171). 'The,resitiiint=prediction equation reconciled :these. opposing prineiples-in anoptinitim, Manner and was applied to the pass fail criterion,. the T-37 instrument check, the 137 check

and the overall T-37pliase grade criteria.

III. RESULTS

The study results, in general, are a satisfactory confirmation of the job sample approach for -UPTselection and icrecning. This is particularly true when the .technique is compared with AFOQT paper and-pencil leithig_and used to _predict 137 phase .flying'perfarmance scores. The succeeding paragraphs willreport the study results irt. detail, beginning with descriptive aspects Of the data and concluding with theinfer-00i that may be _drawn from it.-

hits-Diaciiption and-Abandoned Procedures

Inspection of the raw data revealed its characteristics and the analysis proceeded through certainerror" steps were determined to be unfruitful and were discontinued.

bat; Description. The -abibline sCares:. for ; the, cOntinuotis dependent variables observed: iii the, studyhid an excellent range, The minimum vanabthty shown was approximately 4, factor. of two for responseliMe.ictires;-themakiinum variability Shown Was approximately three orders of magnitude for maintenanceof altitude during certain maneuvers The range of scores observed for the discrete dependent variables wasnot_iiireat:liit here also, good variability was preient. For these Measures the range of sores ran fromnearly a faefor611Wo oiler alaCtorot fobr..

An analysis of the ..'shape of the distribution was performed. On the raw scores.- for one of thecontinuous dependent variables It wis-found).to be `Gaussian (in fact, a nearly "perfect" belt-shaped curve)ands the other continuous variables showed they exhibited the same characteristic Theassumption of underlying normality of distribution appeared justified for this class of data The distributionOf 'Oiserite, dependent iiiiithles was sligbtly-pegafkveli:skewed (aswould be predicted) but this was to suchnitiodeitdegiet-that'aitormalizirig transformation was not deemed necessaiy:

16

19

14

,

.Abandoned:ProCedures. Two, procedures- used:- in, the early stages Of the analysis were diseontifinedwhen they,weretfound.to',be unnecessary and redundant. This-activityis reported only as a guide for other,,researchers in ne area since these procedures :have been frequently employed in i4e,p,asi.:First, the use ofroot mean square (04S) efrOi terms for the continuous dependent variablei contrihnted.n6thing:bekoridthe use of simple absolute scores This iS not a:criticism of 'IttviS measures, but unleaa'artornatiesecoidingand transformation of data iaavailahle, such a step Mayintrodueeadditionarand unrequired effort Second,creating tolerance hands,*76.:ad- t .00 Luniia from the 'mean (50 anct.68.4' percent of the 'distribution,respeciiielA.andlabulating4lie **ions' into these bands, did not make a-signifiCantiiinkovethentin.

:OredietiOn. The lowest correlation observed between counts Of:these,exeursioiii and absolute scores was 28with:ifie: *Aran:Value:being- approximately 94 Ergo, this procedure was deemed superfluous and 'dropped'frônithéañâysis.

.":\

'Continuo* Dependent00,0 Variable Reliability

The job sample apProach-usedin the study enabled the test instrument to be deSigned as a pOwer,test_.:ALSO; each the 15 maneuvers and six activities were composed of identical task ;elements and

, _

measured the :Sethi _dependent' variables, it may be Safely, assumed that the -underlying test structure issumfactor. Based on these considerations, the reliahilitY,Of.theSe ofie,factOr,,,poWet,testsmaSCOMputed usingroutine statistical methods : table:6'-preSenta-:tber-ieliab4itles,-(rounded to two decirtal pladeS) fOr:lhe 15141*-tricrs--

tTable 6.: Mneu*rs

N RI . Reliability

Straight and Level Flight .63Pitch Control Maneuvers .66Change Airspeed: .54Climbs and Descents. .70Turns .77Rate Climb or Descent .63CompleksTum .69ITO .60Vertic;a1"S" Alpha .64Vertical "S" Delta .52Steep Turns .59Stressed Straight and Level Flight .54Stressed Altitude and/or Airspeed Change .50Streised Complex Turn .63Stressed Rate Climb or Descent (VS-A; VS-D) .67

The reliabilities for the six activities (again rounded to two decimals) are given in Table 7:

17

; :

Table 7: Activities

Name Reliability

*.e.iiqUency, Resp Otlie Time - Practice' .64,..,,Single"-,iight-Pbsitibb:Respopie-Titne 'Practice- . .63

:11DbOble"..1,:ightPosition Responie Thbe .-I Practice',Otio',.Iterit.,' ". -'-, IndeterminateFreqU0.00y-'ite:sii§iise,lirfie .88

. 'Single Light.PoSitiOri-Response Time .92

.-Diiuble'Light-Pbsition Response Time 77

As. ly_be seen in Tablefi,.the -maneuver_ reliatigities',f,ange . from 50 -to :77 with- a median :Value of

=Although.; these,--valUes _sire not higbefidigh-,f0t2.the tests :'to be used as cstablislied..psYchbioetricinstruments; they are quite, encouraging and"Wariant further deVelopment of the job saMpli apPrOacti..

The' response times (which -vere'.the dependent variableS measured in the activity - tasks) were found tobo:higblYsieliable after practice. The observed valuei,are in,excellent agreement,with thOse reported' in the-literature; a most satisfying result:

COrielationa with T-37 Phase Criteria

Of the 128"students who completed the study program 71_ completed the T-37 phase of instructionin UPT: -Thus, the total degrees of freedom between the predictor .variables and the criterion variables (i.e.,T137 instrument check, T-37 .check rides; and, overall T -37 phase- grade).-was 69,, but .since, tabledsignificance level_ values.exist for 70 degrees of freedom, the latter-was used for convenience. Table D4 inAppendik D gives the means and standard deviations for all predictor and.T-37,phate Criteria variables usedin the.study, and Table P-2 gives the complete correlation matrix. All correlations are Pearson ProductMoment r'suncorrected for curtailinetil.

Table '8 presents the correlations between the predictor variables and the T-37 phase criteria. Asregardi_the 15 maneuvers, 13 are significant at the .05 level and 11 at the .01 level when used to predictT-37 check ride performance. These-15 maneuvers do not:predict scores on the T-37 instrument check iswell; only -nine are significant at the .05 level and 7 at the p 1 level. Finally, and best, these maneuvers doshow substantial correlation with the-overall T-37 phase grade: 14 out of 15 are Significant at the .01 levelof cbnfidence. Corresponding statistics for 'the 6 activity variables are: 3 and 1; 0; and, 4 and 2. The 9Procedure variables were disappointing as predictors with their orderin this respect being 3 and 2;1 and 0;andi4

18

21

Table 8. Correlations with T-37 Phase Criteria

PredictorVariable

Maneuver1

2345

. 6789

1011

'12.13

. 1415

Activity1

23456

Procedure1

234

65

789

VariableName

Criterion VariableT37

'CheckRides

T.37Instrument

Check

OverallT-37

Phase Grade

M1 -.35** -.28" -.52** .M2 _37** -.30** -.41**M3 -33** -A3**. -.43**M4 -.44** _.34** -.52**M5 -.03 -.02 -.07M6 -37** -.17 -.47**M7 -53** -.49** -.61**M8 -.23* -.20 -.34" .M9 -.35** -.14 -.46"

M10 -.27* -.20 -.38"M11 -35** -.25*, -.430'M12 -.30** -.30**' -Al"-M13 -.32" -.28* -.36**MI4 -.21 -.21 -.35**MI5 -.36" -.35** -.37**

M16 -.20 -.17 , -.25*M17 -.28* -.I1 -.35**MI8 -.11 -.09 -.13M19' -.17 .00 -.17M20 -.23* +.01 -.25*M21 -.34** -.12 -.32**

M22 +.17 +.03 +.24*M23 -.03 +.01 +.05M24 -.101 -.07 -.01M25 +34** +.25* +.41"M26M27

+.26*+.10

+.12+.13 ++:0298*

M28 +.08 +.16 4.06M29 +.30" +.19 +.31**M30 +.09 +.11 +.19

* Significant at .05 level of confidence.s Significant at .01 level of confidence.

Table 9 is abstracted from Table D-2 in Appendix D. It shows the correlations obtained between theAFOQT Battery and the T-37 criteria as well as the intercorrelations of the criteria. The findings of majorinterest revealed in Table 9 may be briefly summarized. There are no correlations significant at even the .05level between any of the AFOOT subtests and the T-37 phase criteria. In fact, the highest correlationsobserved account for only 2.25 percent of the variance and the "direction" of one-half of these is reversed(i.e., negative). As would be expected (considering their composition), T-37 phase criteria are stronglyintercorrelated with in-common variances ranging from 50 to 80 percent.

2219

Table 9. AFOQT and T-37 Phase Criteria Correlations

AFOQT-1 AFOQT-2 AFOQT-3 AFOQT-4 AFOQT-S Ck Rides Instr Ck Overall

AFOQT-1-AFOQT -2AFOQT-3AFOQT-4

.

CkCk RidesInstr CkOverall

1.00+.62**+34**+.31**+.42**+.14-.06+.15

1.09+.67**+.19+35**+.08-.07+.10

1.00+.17+.39**+.08

.00+.15

1.00.+.60+++.02-.15+.05

1.00-.02-.15-.01

1.00+.71**+.89**

1.00+.70** 1.00

** Significant at 01 Icycl of confidence.

Two prediction equations were developed for each of the three T-37 phase criteria. The firstprediction equation in each set was unrestricted; i.e., predictor variables were chosen without restraint sothat their designation was determined solely by the mathematics of the forward selection process. Thesecond prediction equation forced in the five subtests of the AFOQT and then permitted the forwardselection prodess to operate freely. The complete set of six equations is reproduced in Tables E-1 through.E-6 in Appendix E.

Table 10 contains summary information derived from the forward selection procedure. For eachselection condition, the multiple correlation produced and variance accounted for by the selected predictorvariables is listed.

The results shown in Table 10 speak for themselves and little need be added. Obviously, the jobsample testing approach proved successful in predicting a large portion of the student's measuredperformance in the T-37 phase of UPT.

Correlations with the Pass-Fail Criterion

As discussed in Section II, Methods and Procedures, from the viewpoint of the training manager UPTstudents fall into two categorically distinct classes: those who pass and those who fail. To determine therelationships between predictor variables and this criterion, the point biserial correlation coefficient wascomputed. Although the total degrees of freedom for these correlations is 126, tables exist for 125 degreesof freedom and these were used. The means and standard deviations for all predictor variables are given inTable F-1 in Appendix F. The percentage of successful students was 55 percent; thus the pq ratio is verynear 11/9, which is comfortably close to a 50.50 split. Table F-2 presents the complete correlation matrixobtained between the predictor variables and the criterion.

Table 11 is a partial summary of this matrix and gives the correlations between the job samplepredictor tests and the pass-fail criterion. Compared to the correlations shown in Table 8, these findings are.disappointing. Only nine of the maneuvers were significant at the .05 level of which two were significant atthe .01 level. None of the activities correlations were significant at the .05 level. Three procedures hadsignificant correlations at the .05 level. One subtest of the AFOQT was significant at the .05 level, but,unfortunately, with a reversed sign from that designed for UPT selection.

As was done for the T-37 phase criteria, two prediction equations were developed for the pass-failcriterion. Once again the first equation was unrestricted and the second equation forced in the five subtestsof the AFOQT. These two equations are given in their entirety in Tables G-I and Q-2, Appendix G.

Table 12 summarizes the results of the forward selection procedure when applied to the pass-failcriterion. While it is true that the multiple correlations are significant at the .05 level for the five subtests ofthe AFOQT and at the .01 level when job sample instruments are included, these predictors account foronly 9 and 20 percent of the pass-fail variance, respectively. Even the latter value would be of marginalutility when applied to OPT selection.

20 23

Tab

le 1

0. S

umm

ary

of F

orka

rt1

Sele

ctio

n` R

au14

,

Sele

ctio

n C

ondi

tion

T-1

7 Pe

sti

T-1

7 C

het%

Rid

e,T

-37

T47

11t4

si;c

eniii

.

Unr

estr

icte

d Fo

rwar

dM

ultip

le R

+67

**m

ui01

4C10

"64°

!'*M

illtiP

leg

'F. :

76**

Sele

ctio

nV

aria

nce

= 4

5 pe

rcen

tV

ariii

ice,

.=.4

1:pe

rcer

itV

aria

nCe.

='5

7.Pe

rCen

tM

aneu

vers

: 2, 6

, 7A

ctiv

ity: 6

Mai

ietiV

ers:

,, 2,

3,-

7A

ctiv

ities

: 91,

4.

Man

euve

rs:1

,'2,

:Act

ivity

:

Proc

edur

es: 5

, 8Pr

o-ce

citc

re: 7

-Pr

Oce

dure

:.5A

FOQ

Tsu

btes

ts:;2

, 4, 5

AFO

QT

sub

test

:.5

Forc

ed F

orw

ard

Sele

ctio

nM

ultip

le R

= .1

8M

ultip

le -

R=

:19-

-Mul

tiple

R.r

-)

AFO

QT

Onl

yV

aria

nce

= 3

per

cent

Var

iand

e -7

4 p

erce

ptya

rial

ke =

6-p

erce

ntA

FOQ

T s

ubte

sts:

1, 2

,3,

4,5

AFO

QT

-sub

test

s:. 1

, 2,

3,4,

5A

FOpf

inbt

ests

:. 1,

2,,

4;4,

5

Forc

ed F

orw

ard

Sele

ctio

nM

ultip

le R

.69*

*M

ultip

le ,R

= .6

4**

;Mul

tiple

R. :

17**

'

AFO

QT

and

Job

Sam

ple

App

roac

h C

ombi

ned

Var

ianc

e 47

per

cent

Man

euve

rs: 2

, 6, 7

Man

euve

rs: 2

;7,

Nai

iarc

e=

60 t

eper

cent

,.*a

ri:q

6,1

Proc

edur

es: 5

, 8Pr

ooed

ure:

-.7

Proo

F4U

ies:

,5,8

-A

FOQ

T s

ubte

sts:

1, 2

,3,

4, 5

AFO

QT

sub

test

s: 1

,A

FOQ

TsU

btes

ts:-

1',2

,--

j

*4' S

igni

fica

nt a

t .01

leve

l of

conf

iden

ce.

Table IL Correlations with Pa-Fa i Criterion

sCorriNationPredictor withVariable PassFail

;MattetiVer1 -.16

3 -.20*4 -.21*

-.146. -.117 -.24**8. -.21*9 -.20*

10 -.16'11

12131415 -.07 .

ActivityI -.022 -.063 --.034 -.045 -.086 -.13 .

ProcedureI .112 .18*3 .19*4 .17*5 .046 .02'7 .088 .159 .15

AFOQT Sub test1 .162 .103 -.0745 -.09

Significant at the .05 level of confidence.s Significant at the .01 level of confidence.

2522,

Table 12. Summary. of Forward Selection Results

selection ConditionPassFan Criterion

Unrestricted ForwardSelection

Forced ForwardSelection - AFOQT

Forced ForwardSelection. AFOQT

Multiple R =`.45**Variance = 20 percentManeuvers: 7,11Activity: 6Procedures: 2,3AFOQT Subtests: 1,3,4

Multiple R = .30*Variance =9 percentAFOQT Subtcsts: 1,2,3,4,5

Multiple R= .45Viriance = 20 percent.Maneuver: 11Activfty: 6PrOcedures: 2,3,9AFOQT Subtests: 1,2,3,4,5

''Significant at .05 Icvsl of co nfidcnce,

(' Significant at .01 Icvcl ofconfidencc.

IV. DISCUSSION

The discussion of the 1.40 screening study will be centered about five major topics that warrant

further elaboration ac d clarification. These topics arc: (1) the training Ly-product of the study, (2) data

collection and scoring, (3) the valid predictive tasks, (4) a proposed operational program for UPT scii!ening,

and (5) the problem of predicting UPT attrition not attributable to flying deficiency.

Training Accomplished

The secondary objective of this study etas to provide each student with a general knowledge of basic

instrument flying skills. Although the evidence that this was accomplished is subjective and anecdotal, it is

believed that this objective was achieved. The Average student participating in this study gained an

understanding of the basic principles of flight, acquired proficiency in the manipulation of a jet aircraftflight control system, learned how to read and interpret aircraft instrumentation, and became familiar with

the cockpit environment. 1

This was the student's first exposure to the military flight training system and the methods used in

this system. To lend realism to the training situation, the student was required to strap in the trainercockpit using a parachute harness, shoulder straps and lap belt. The student also wore his flight helmet and

oxygen mask during the sortie. All trainer instructions were received by the student over the headphones.

Through the use of these procedures, the program was, to a large extent, successful in accomplishing

the desired training. In comparing the training received in the 1.40 screening program with that received inthe T41 program, the most noticeable advantages of the light aircraft program can be attributed to actualflight. The flight environment provides training in the use of external visual references essential to contact

flying. Some indications of the candidate's ability to handle apprehension and become accustomed to flight

motion may also be observed in the 1-41 program.

The light aircraft program provides valuable training in the use of checklists, aircraft systems

knowledge, taxiing, take-off and landing, and contact pilotage. Both progruns provide a basicunderstanding of the principles of flight. The 1-40 program furnishes the student proficiency in basic

instrument flying skills, familiarity with the jet trainer cockpit environment, and a feel for the control and

power response of a jet aircraft.

23

oiss,Sascorini,There are:three 'aspects to thit"topic -that' are worthy of eri*iiment- These are manual data collection;

--::.,, : les,t:e_oniphOtinn;indderienderitYariableyeights,::

Manual Data Collection. Apart Tipp human frailty in teCording;and-,:transqibing data (a ,processwhich priadticed::Veryliiiie',erior,in :this-,Siiidy);:thelPrOblern eneonnreted . v.fiOne of determining that the

'. iiiiirierit iiii-,ProPedy,..initialized at the Oriiet `.. of testing. As previously explained, 'a, logical.-..rnethcid- ofreducing magnitude _or this problem was tiSed,b by which 'the- early portions (usually 20 seconds) of thestudent's performance were not scored This had the effect of not uenalilingf-good"..sttidentS and not

, ....".. ., :. --s :iiiiiritingPOor:oriei:for conditions 'beYond, their control: In a manual system this procedure is acceptable

since no practical It 'is; hoWever;,a 'make-do" aptireat..1-veasily ,surmounted with.computericd control over the trainer ,and., utothatic data recording and Processing, equipment. Such

'-3,ecitripinerifKOnld =be used in finure ii;f:lieSO(titis151.1*, ,

test: Onpiiiiticia. The ,instrument maneuver was chosen as the Unit upon :Which the analysis ofst!ident peformane was based The student was required to execute an individual maneuver (e .g:, straightat Ieiel flight) at various times throughout the -training *ilia-S His nerfOrinance on each attempt wasscored, and the sum -Of these, scores was used to determine : the -Student's ;proficiency on-that particular,maneuver : This proficiency measure was then correlated With certain measures of success intheT37.:,Phaieof UPT .-An ,,alternate 0'0-Mach c ouid:haYe used the ..individual tests as the analytical tint Whether theobserved validities would haNe increased is unknown, but such an approach is a-Viable option for 'future'research.

Dependent 'Variable Weights. Airspeed, altitude and heading are dependent variables expressedWAS, feet and degrees In addition, the magnitude of their possible variations ranges from tens to hundredsand back to iten.S.The present study combined _ these, "differeni=sized apples, oranges and pears" by usingthe t score is _-a.hoinogeniiing function. It would have been preferable to have had a transformationequation to acr.oinplish this, but none exists. Appropriate weighting factors for these three objective

;perfOniiknee measures may need to bedeveloped for use UPT proficiency. assessment.

-Preciiitors

The nature of the 'forward selection procedure was such that it selected the most economical methodof combining Predictors to get a least squares fit. In effect, the procedure "looked at" the entire correlation'mainic-and picked 'those variables that accounted for a significant portion of the criteria with the leastamount Of Overlap between predictors. The result of this process;was to select-the following maneuvers tobe the ,inoit valid combination of tasks in predicting T-37 phase performance scores and T-37 phasepass/faiE These maneuvers were: (1).straight and level flight,,(2) pitch, control maneuvers, (3) airspeedchanges; (4) rate climbs or descents, and (5) complex turns.

Of the activities, the double light response time task was the most effective predictor. The 30° turnrollout procedure was Often a valuable addition to the prediction equation.

The tasks proven effective are obviously basic instrument tasks, taught and scored early in theprogram. Good performance on these tasks require the ability to rapidly comprehend and utilize:

1.. Instrument display information:

2. The relationship between the instrument display and aircraft control; i.e., "stay ahead of the aircraft."3. . Actions and reactions to control 'movernents; i.e., "feel of the aircraft."Simply stated, the UPT candidate-with the ability to rapidly convert verbal instruction into effective

perceptual-motor control over the aircraftis the most likely to succeed.

liroHiciied Application of Research;.-. ,f 1110 most striking featutc of the study was not the validity of the job sample approach in predicting

'UPT,SiicceSs bin the rapidity with which essential abilities can be:identified. Such a result is extremelyadvantageous to an operational application. Examination of the training program shows that the pertinentinforniation is gained in the initial presentations of the tasks. Most of the valid prediction information wasobtained by the end of fifth sortie; i.e., during the first four hours of training.

24

r-

2.'7

'therefore, it. appears feasible to_pn.pose an operational screening package baied-on five 45-Minute

sessions. The seioni.:would be similar to the first, five sorties in the T40 Program Guide, but would bealtered-to.include more testing periods of sl prier duration. The fifth sortie would alio include the light box

reaction- time 'task ,or some modification tiered (Sortie. 16, T-40- Program Guide).. Practice on this taskwould be accomplished outside of the trainer, Appendix H is an outline of the Proposed T-40 Screening

Program Gilide. All Pie-flight briefings,- student activities, instructor activities, and post-flight briefings are

identiCal to those contained in the original program guide.

Prediction of UPT Attrition

.Piesent.'study successfully demonstrated the utility of the job sample test as a predictor-ofStudent perforinande in the T-37 phase of UPT. On the other hand, the same variables failed to identify

-students as "non-attritors" or "attritors.7 These results seem logically inconsistent and require- further

explanation.

It is believed that tests of ability ,per se, will not succeed in predicting student attrition in the presentUPT environment-. 'Ability is a necessary ingredient in UPT; but 'alone, it- is not sufficient to insuregraduation froni_the-program. Other factors; = personal motivation, the.training milieu,,the military image,etc. =have heavy, but unknown, weights in the pais-fail equatiOn.

V. CONCLUSIONS AND RECOMMENDATIONS

The conclusions that may be drawn from the T-40 study are as follovs:

1. Job sample tests provide a valid approach for UPT screening and selection. Their validity,however, is limited to the prediction of student flying proficiency; such tests do not effectively discriminatebaween attriting and non-attriting UPT candidates because the bulk of attrition results from factors notrelated to primary flight abilities.

2. Job sample testing can be economically implemented: assessments of student performance can beaccomplished within a brief period (i.e., 3 hours, 45 minutes) for personnel naive to flying.

Two recommendations are made:

1. Further development of the job sample test approach is warranted; this to include both testcontent and equipment.

2. The existing selection battery is not adequate with respect to reducing UPT student attrition;other dimensions of personality and behavior must be assessed.

REFERENCES

Cronbach, LJ. Essentials of psychological testing. (3rd ed.) New York: Harper and Row 1970.

Draper, N.R., & Smith, H. Applied regression analysis New York: John Wiley and Sons, 1966.

Goebel, R.A., Baum, D.R., & Hagin, W.V. Using a ground trainer in a job sample approach to predictingpilot performance. AFHRL-TR-71-50, AD-741 747. Williams AFB, Ariz.: Flying Training Division,Air Force Human Resources Laboratory, November 1971.

Hinrichs, J.B. Ability correlates in learning of psychomotor tasks.Journal of Applied Psychology, 1970, 54,56.64.

McGrevy, DN., & Valentine, L.D., Jr. Validation of two aircrew psychomotor tests. APHRL-TR-74-4,AD-717 830. Lackland AFB, Tex.: Personnel Research Division, Air Force Human ResourcesLaboratory, January 1974.

Melton, -A.W. Apparatus tests. Report No. 4, Army Air Forces Aviation Psychology Program, ResearchReports. Washington, D.C.: United States Government Printing Office, 1947.

Millet,-R.E. Development of officer selection and classification tats 1968. AFHRL-TR-68-104, AD-679989. Lackland AFB, Tcx.: Air Force Human Resources Laboratory, July 1968.

Mission Analysis Study Group. Mission arialysis on future undergraduate pilot training: 1975 through 1990.Volume 2. AFSC-TR-72-001. Test and Evaluation, USAF Mission Analysis Study Group, January.1972.

Winer, BJ. Statistical principles in experimental design. (2nd ed.) New York: McGraw Hill, 1971.

26

"c-t.:

APPENDIX A: T-40 PROGRAM GUIDE EXCERPTS

SORTIE 14 - PREFLIGHT BRIEFING

. Objectives: The student will practice previously introduced maneuvers.do climbing and descending 'turns, steep turns, and changes of

airsPeed'in-normal,turns.

Questions'

1 Have the students label, from memory, the flight instruments on_a

timPle drawing. Draw the diagram and have him fill in the circles.

RPM

0-0

2. What instrument is the center of the crosscheck? Attitude indicator.

3. What instruments will you use in your crosscheck for a change ofairspeed in a turn to a heading? 144 -3, RI!!, VVI, A/S, Altimeter.

4. Can you verbalize the crosscheck for a climbing turn to a heading?

5. How do you know when you have 60° of bank in a steep turn? Byobserving the bank pointer at the 60° index the second heavy mark atabout 2 o'clock in the case.

New Material:

1. Change of airspeed in a turn to a heading

In this maneuver we are combining two things you have alreadypracticed, turns to headings and change of airspeed. The crosscheck

will be about twice as busy.

27

-Let!S look at a-_sample- crosscheck in this problem. :YOU are in aleft turn' from 210° :(west) to 125° (southeast). You plan" to decreaseyour -*Speed; from-270K.to 230K, (Use,model- aircraft and instrument

as nenecessary.) SMoothlk;e91n

tOrn-Usiig, the M144:i_'keep the fUselage,dotT*. on.-od_esobv4p w,cif 'bank.. Reduce.the poWer. ,CrottOecir Rpm, *44, 014,.. Al timeteri, Initial-CrOisCheCk,Of the ,.,00 and fafripeed:wi'll-beThht.. As you get closer to.230k ands 125 °, :frequen0-_for increase: Figure

:for rollout, start power in 2,-4K..above 230K. CrosScheck:P14;3, Airspeed,,_144=-3, Alt,-110; etc.

Climb" and Descending Turns- to a H4Clinj.

Again you will be combining twit) "maneuvers you have previously-_PracticeclSeparately.

Remeadmr that you-will have two lead- pOintS_ to 'figure,..level offand rollout- Initially you-will not, 'crosscheck the and. altitude veryteilUently. -Here is a -sample% crosscheck: Airspeed, 110,1, Airspeed,-MM 3, Altimeter, RMI, F11-3, Airspeed, tit1-3, Alt, YVI, M1414,Airspeed, etc. Notice that you use the: VVI only to compute the level offleadpoint

3. Steep Turns 60° of Bank

This maneuver is. not normally done in actual instrument condi-tions. It is practiced to improve the crosscheck. In a steep turn therate of change in airspeed and altitude is faster. In order to keepdeviations small, they must,be quickly recognized and quickly andaccurately corrected.

In a steep turn, lift decreases because the wings are not parallelto the horizon. To maintain level flight a slight pitch increase isnecessary. The steep turn also increases the drag. Therefore, a slightpower increase (3-5% RPM) is required to maintain:airspeed.

Roll' smoothly into 60° of bank. Keep the fuselage dot exactly onthe horizon until you see a need, for a change on the VVI. As you pass45° of bank increase back pressure. Add power as required. The cross-check for a steep turn is the same as a normal turn.

28

Tractice-increasing _and decreasing A/S while performing.30P-bank-tUrns.

IA:

Have the student turn to a heading 90° 120 away-while

-he cNang.os-Ais A/S.

.2. Have student complete on 360° and-250K.

test 4-1

WUP

PREP FOR TEST.- RESET TRAINER

REFER TO TEST 4-1 DATA SHEET

05:00 CHD 16M 360 250K

60 seconds remaining in Test 4-1

PREP

START

29

2

19:00

19:30

20:00

24:00

24:30

25:00

APPENDIX Bi T-40 INSTRUMENT-PROCEDURES EXCERPTS

ATT/TUDE INDICATOR

The attitude indicator proVides the _pilot with atubstitute forthe earth's- horiton- and a reference for Maintaining,detired aircraftattitude-during; all weather conditions. The attitude,-indicator prOvidesan inaaidiate,:directialid corresiiiOncling lAdic4lon of any change in-

The T440:-..simulator uses the144=3.attitude inditator. The attitude sphereon the 141=3 is- divided' by :a .;tfilie horizonline'. The' top or "sky" ,half Oreiralight :grayi, the lower, 'or-- "ground" .halfblack. t';=,pitch referenee;seilel.40gateipitch angle thrOiigh'90e,cltintl,or?'dive."These :'pitch- ines--l'are:-.gradUated4k,5'?'intervals-ith "numerical indications ..at30°7- and ,60° of Iiitch. The itioidli,g,D19: andDIY* are depicted, on- the-spher'-e-at 15? and45° of pitch-. Bank attitudeli- indieatedby the -poSition'efthe bank:Poiriter4elatimeto the _bank scale which Mariced'ivitk 0°,10°, 20°.,--30?, 60 °, and 90°' banCindiees.The bank pOinter, or "sky pointer" as,i.t issometimes called, always points towards_ thesky. It therefore points opposite to thedirection of turn. A right turn of 25° ofbank, as shown in figure ,3, will put thebank pointer between the second and thirdindices to the left.

aircraft' pitch- or bank itti

MM-3 Attitude 44kiid

Bahk-Pointer

-potiinwBar

AttitudeSphere

Figure B-2

Figure -B -3

Adjusting theAttit nFigure

ud e IdicatorB-4

BankScale

Aircraft

Pitch'Trim Knob

The pitch the aircraft requires to main-tain level flight largely depends on air-speed. You must be aware that everytime youchange airspeed 'in level flight, you can alsoexpect to have to readjust the attitude indi-cator in order to superimpose the minatureaircraft on the, horizon bar.

An attitude warning flag will appear onthis indicator whenever electrical .power tothe system has failed or is interrupted. Theinstrument is unreliable whenever this "offflag" is visible.

30

DERCISES

belbw

a. 350. knots

bi- 230 knOts

C. 250 Alph-:

d. 1L)0 knots

'll/://////////fiWiilt111//fr

b .

at:fs,iheAndicatfon on the VVI belbw?

a. :5000 14*.climb

b. 500 fOS,descent

c. 500 fps climb

d. 500ipm climb

///////////////////////////////////

d.

3. What iS the indication on the NM -3. below?

a. 20 degree climb, 30 degree right bank

b. 10 degree dive, 60 degree left bank

c. 20 degree dive, 30 degree left bank

d. 20 degree dive, 60 degree right bank,

.//////////////////////////////////

d.

3'4 31

APPENDIX C: TEST FORMS AND SCORING EXCERPTS

TEST 341

INSTRUCTORhSAN STUDENT/SSAN

DATE

Task 1: Reduce airspeed to 230 Kt;C2MM 4 - "Echo 03: Say indicatedairspeed."

Score: Heading Score: Comm 4

Correct 0

360 Incorrect 1

15_360 No Re-

sponse 2360.

360

13 Task 2: Descend at 230K to 15,000

Score: Heading Score: Power Setting

360

360

360

360

360

360

Correct

Incorrect

0

1

TRAINER PERIOD

Tail: 3: Increase airspeed to. 270 kt;

COMM 5 - "Echo 03: Traffic; 2 o'clock,4 miles."

Score: Heading Score: Comm 5

Correct 0

360 Incorrect].

360 No Re-sponse 2

360

360

Task 4: Climb at 270 Kt to 16,000

Score: Heeding Score: Power Setting

;KO Correct 0

Incorrect _1

360

360

360

360

360

360

360

TEST 3-1

OPERATOR/SSANSTUDENT/SSAN

DATE TRAINER PERIOD

111.Task 1: Reduce airspeed to 230 kt;Comm 4

Score: Airspeed Score: Altitude

XXX 060

XXX )60

XXX 1600

XXXX 1600

230 1600

230 1600

Task 3: Increase airspeed to 270 kt;Comm 5

Score: Airspeed Score: Altitude

1X0

XXX 1500

XXX 1500

270 1500

1500

Task 2: Descend at 230 Kts to 15,000

Score: Airspeed Score: Altitude

are XXXX

XXXX

230 XXXX

230 XXXX

230 XXXX

230 XXXX

230 1500

230 1500

Task 4: Climb at 270 kt to 16,000

Score: Airspeed Score: Altitude

XXXX

XXXX

kb XXXX

270 XXXX

270 XXXX

270 1600

270 1600

270 1600

270 1600

270 1600

Co to instruction sheet.

.INSTRUCTOR/SSAN

DATE

TEST 15

STUDENT/SSAN

TRAINER PERIOD

Check trainer frozen at 16M, 360; 250K,Check,UHF radio manual; relay tapedcommands.

4:45 Fly straight and level

5:00 Unfreeze trainer

7:45 Vertical S Alpha

Heading Climb Rate

(313,731)

3An

360

360

(3689, 2457, 522)

3Arl

360

360

(212, 3469, 522, 212, 3479)

360 1000

360 1000

360 1000

ag 1000

360 1000

1 CDC)

1000

1000

1000

1CYja

10n0

360 1000

(2347,421,2349.,3458,832)

360

'360

1000

1000

1000

(212,2368,2679,731)

Heading Climb Rate

160 1000

360 ___1000___

360 _1000

360 , 1000

3AP 1000

360 1000

360

24:55 PROBLEM FREEZE

25:45 Fly straight and level

25:55 Unfreeze trainer

27:45 Vertical S Delta

Bank Climb Rate

(111, 212, 421)

34

30

1000

1000

1000

(2489, 2579, 3467)

30 1000

1000

30 1000

at7

S

TEST 15

OPERATOR/SSAN_ STUDENT/SSAN

DATE TRAINER

11:40 Check code box switch ON, pressSET button.

Task-

1. Switches (313)

Errors Time

2. Switches (731)

INSTRUMENTS

Airspeed

250

250

250

3. Frequency (3689)

Time

4. Frequency (2457)

Time

5. Switches (522)

Errors

Airspeed

250

250

250

Time

PERIOD

6. Switches (212) .

' 7 i

Errors Time ,J, 4

7. Frequency (3469)

time.

8. Switches (522)

Errors Time

9. Switches (2124

Errors Time

10. Frequency (3479)

Time

Airspeed

250

250

250

250

250

250

11. Frequency (2347)

Tinie

12. Switches (421)

35

Errors Time

13. Frequency (2349)

Time

APPENDIX D: T-37 PHASE SUMMARY DATA1

TABLE D-1

VARIABLENAME INDEX

SAMPLESIZE MEAN VARIANCE

STANDARDDEVIATION

MI 1 71 - 1.23 53.28 7.30

M2 2 71 - 0.47 4.90 2.21

M3 3 71 - 0.88 20.01 4.47

M4 4 71 - 1.37 45.56 6.75

M5 5 71 3.83 8.56 2.93

M6 6 71 - 0.34 8.29 2.88N7 7 71 - 1.73 40.81 6.39

M8 8 71 1.74 1.69 1.30

M9 9 71 - 0.78 14.60 3.82

M10 10 71 - 0.37 4.93 2.22

M11 11 71 1.37 38.40 6.20

M12 12 71 - 0.58 8.40 2.90

1x113 13 71 0.90 0.30 0.55

M14 14 71 0.63 9.95 3.15

M15 15 , 71 - 0.24 12.33 3.51

M16 16 71 - 0.02 3.08 1.76

M17 17 71 0.39 0.15 0.39

M18 18 71 0,20 0.04 0.20

M19 19 71 - 0.26 62.75 7.92

M20 20 71 - 0.56 63.08 7 94

M21 21 71 0.39 0.13 0.36

M22 22 71 0.12 0.69 0.83

M23 23 71 0.18 0.80 0.89

M24 24 71 0.18 0.84 0.92

M25 25 71 0.19 0.75 0.87

M26 26 '71 0.03 0.95 0.97

M27 27 71 0'.04 0.90 0.95

M28 28 71 0.07 0.94 0.97

M29 29 71 0.14 0.87 0.93

M30 30 71 0.15 0.85 0.92

AFOQT-1 31 71 70.07 436.97 20.90

AFOQT-2 32 71 56.97 703.86 26.53

AFOQT-3 33 71 43.25 495.34 22.26

AFOQT-4 34 71 44.15 421.12 20.52

AFOQT-5 35 71 59.79 622.84 24.96

FLS-1 36 71 83.34 11.24 3.35

FLS-2 37 71 87.77 26.58 5.16

FLS-3 38 71 36.61 2.06 1.44

3639

TABLE D-2

11

1.0000(

71)

2s

45

61

$

20.32101

713

1.00001

/11

30.440et

/1)

u.11e4t

71)

1.u000c

71)

40.52.1d1

/1)

0.211,1

111

0.o1091

711

1.00001

713

s0.32141

/I)

u.I9vd1

711

0.JSU9t

711

0.32021

711

1.00001

71)

0.34312(

711

u.2.151

71)

0.4611(

71)

0.41471

71)

0.30711

71)

1.00001

71)

70.48331

//)

0.2063(

'1)

0.61671

Ti)

0.60351

11)

0.12031

71)

0.40721

/11

1.00001

71)

80.46441

/1)

0.1988(

/1)

0.18171

71)

0.38811

21)

0.12571

71)

0.16301

71)

0.44891

71)

1.00001

71)

co .

0.03tiet

/1)

0.3*9/1

713

0.45601

711

0.43051

71)

0.3070(

71)

0.66161

711

0.47701

71)

0,39601

71)

10-

0.4597,

/11

0.25 31

71)

0.4121'

71)

0.31391

71)

0.15371

711

0.32101

711

0.46941

71)

0.46904

711

11

0.40291

71)

0.3093(

111

0.49071

71)

0.39111

71)

0.29171

711

0.46111(

711

0.41161

71)

0023421

71)

12

0.4446(

/1)

0.3g1d1

/13

0.1317,

71)

0.3077(

71)

0.3136(

71)

0.33011

71)

0.36691

71)

0.30521

71)

13

0.33191

711

0.2e901

711

0.24/1

71)

4.2875(

111

0.14071

71)

0.35210

71)

0.41,14b1

71)

0.01901

711

14

0.64331

71)

U*620,1

71)

0.303ic

71)

0.24471

71)

0.09.51

71)

0.30611

71)

0.46724

711

0.2566(

71)

IS

0.3637(

71)

u.197dc

711

0.48131

711

0.40501

711

0.19641

71)

0.26131

711

0,66261

71)

9.19301

71)

16

0.1i011

11)

0.2646(

71)

0.1896(

71)

0.3021(

71)

0.13651

711

0.12111

711

0.18431

71)

0.13211

71)

17

0.24801

71)

0.2/181

/11

u.045(

71)

0.42181

71)

0.172111

71)

0.27351

71)

1.3367(

71)

0.23631

71)

18

0.0623(

/1)

0.1107(

71)

0.16391

71)

0.3370(

71)

0.18051

71)

0410881

71)

0.10781

71)

0.1002(

71)

19

-0401951

/1)

0.01*11

711

0.oN11

711

0.0.7161

711

- 0.06191

71)

"0.02361

711

0.09211

711

.4.04311

711

20

0.04641

/1)

0.1077(

11)

0.16901

71)

0.23961

/1)

0.12841

71)

0.22171

71)

.v7771

71)

-0.06721

71)

21

0.0946(

71)

0.1.1751

71)

0.0960(

71)

0.2039(

71)

0.1298(

71)

0.110111;

11)

4.225101

711

0.112151

71)

?2

-0.29431

/11

-0.21961

71)

-0.12371

71)

.41.20181

71)

'0.055111(

71)

0.0703(

711

11.400%(

71)

.0.14211

71)

23

-0.14211

71)

-0.09131

/1)

0.0014(

711

-0.06561

71)

..00271

71)

-10.0401(

711

0.85163(

71)

0.06711

711

?4

-0.05701

11)

.1).0e17)

71)

0.17061

71)

.0.0820(

11)

0.11071

71)

0.01500

711

0.111b1

711

-0.27511

711

041

25

-0.30791

ID

-0.211151

11)

-0.305.1

71)

-0.4605(

71)

-0.33121

71)

717

11.4051(

- 0.13101

711

71)

.0.67(

-0.19341

71)

711

-.0.26961

-..':.06361

71)

71)

Z2627

0.209501

- 0.05931

711

71)

4.024P1(

-0.04Je1

/1)

711

-u./suSt

-0.013421

71)

7:i

-0.1871(

.0.101121

71)

71)

-u.1034t

u.04 01

71/

0.12761

71)

6.22691

71)

m0.12910

71)

?8

..0.05711

il)

0.0355)

711

.0.0540(

71,

..0.2270(

71)

- 0.00391

11)

0.06140

71)

.4.11231

71)

.u.10311

71)

?9

-0.27901

71)

-0.10191

711

-0.12241

711

0.18711

71)

0.09141

71)

1.13421

71)

.4.314021

)1)

0.245111

71)

30

-0.3210(

711

-U.197,31

71)

-0006551

71)

-0.01010

71)

-0410301

71)

402771

71)

141972(

71)

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71)

31

-047391

71)

0.0e421

711

-0.1e301

71)

-0.20211

71)

-0.22511

71)

0.17641

71)

- 0.17881

71)

.0.30331

21)

3P

-0.29041

/11

U.0017(

71)

..0.45671

71)

-0.2728t

711

-0.21511

711

..0.10711

71)

4.15811

71)

0.29131

71)

33

- 0.23lb(

11)

-0.141331

/1)

-0.o94it

71)

.0.20420

711

*4.10441

711

'41.05941

711

.11.07991

71)

110.)74S1

71)

34

0.00961

71)

0.84/61

/1)

-0.03121

71)

-0.2176(

71)

-0.11313

71)

'0.12331

71)

0.14401

71)

0.14111

71)

35

0.0115(

71)

0.15624

71)

-0.07e01

71)

-0.12481

71)

-0.11,8111

II)

0.036941

71)

0.14441

71)

8.86741

71)

36

''0.35461

/1)

-0.37151

71)

-0,44e2(

71)

-0.43550

71)

-0.4349)

71)

- 8.381.1

71)

0.0324(

71)

91.21104

711

37

.0.271.1

/1)

- 0.29971

/11

-0.42921

71)

- 0.34461

71)

-9.02091

71)

11.1013111

71)

1.411411

71)

11.19911

711

38

*0.5170(

/11

0.613v(

71)

- 0,213,(

71)

-0.51941

71)

4.0691(

71)

0.4731t

711

0.4461I

711

0.04361

71)

110

Is

12

13

14

A19

199

1.09001

711

10

0.0921

/13

1.00001

/1)

11

0.44441

11)

0.30161

711

1.00001

71)

Lt

0.211430

/13

0.32191

/I)

o.52991

71)

1.00001

71)

'13

0.25511

711

0.26371

11)

0.36671

71)

0.35301

71)

1.09901

Ti)

14

0.44251

71)

0..24/1

71)

0.3401

71)

0.43401

71)

9,40501

71)

2.00000

71)

15

16

0.37491

0.01.9(

711

/11

0.38941

0.00841

71)

71)

0.40b9,411

0.31/c

71)

71)

0.14111

0.36991

711

71)

0.48421

0.36610(

71)

71)

0.43511

8.23271

71)

711

1.09001

0.29941

71)

71)

1,09091

711

17

0.324.1

71)

0.25144(

71)

0.36841

71)

0,3329(

71)

0.38151

71)

0.31124

71)

0..00141

111

0.09001

11)

11

19

004401

0.07631

711

71%

0.64421

001111

71)

71)

0.445180

046.121

111

71i

0.17211

.31061

71)

71)

0s19 st

0.24591

711

711

8.190s1

613661

711

71)

4.0414

e19494

111

71)

4.991S1

040001

111

71)

c0

0.17e2(

/1)

0.04661

/1)

04i8..lit

711

0.04271

11)

0.2990(

21

0.11b31

/1)

0.0549(

11)

0.1/601

/11

0.01651

/1)

0oeb(

22

-0.275e1

/1)

40.1226(

/1)

-0..1331

71)

40.11131

71)

40.11011

2.4

0.02191

11)

000291

/I)

-0.%)..6e(

71)

U.1ST6(

71)

0.08/2(

24

40.0281(

/1)

-u.leiyi

11)

-0.0b03(

71)

0.2033(

71)

0.09481

PS

- 0.37101

11)

-024541

11)

-fle.ble)(

7.1)

-1),.4194(

/1)

-0.28b41

16

-0.1692(

71)

-0.(19b6t

/1)

uo.16J6(

71)

.).17b4(

11)

-0.4)486(

P7

.4804131

/1)

uolVel(

/1)

UovIld%(

711

0810401

/1)

..08040441

.2A

-,04.11*.I

(1)

-0401*0(

Ill

-0.11941

741

U.0e391

71)

0.18611

79

/10381b(

/11

''003/361

/1)

-0.411.7(

711

-0.e637(

711

0.0300(

40

-0.00/1(

el)

-0.1302(

11)

-fl..)2J,(

71)

-0.26931

71)

-u.1).124(

11

-0.20401

/1)

-01*241

11)

-0.4279(

711

-0418601

71)

-0.10S8(

ip

-0.2s431

71)

-0.10201

/1)

40.21471

71)

-0.26671

71)

40.15191

33

-0.1.3391

/1)

-0413421

/1/

40.1509(

71)

40.35081

711

-0.2453:(

34

-0.0962(

/1)

0.024.4(

111

-0.12431

71)

-0.10271

71)

0.06751

35

0.0131(

/1)

0.0003(

71)

0.),104(

71)

-0.04011

71)

-0.01911

16

-0.3442(

II)

-0.2022(

/1)

-().3431(

71)

40.2989(

71)

0.3244(

37

40.13/b(

In

-0.1906(

711

40.2518(

71)

- 0.30191

71)

- 0.28081

44

-04b0J(

/1)

- 0.31921

/1)

-04444b(

71)

-041331

11)

-0.3627(

17

18

19

20

21

17

1.0000(

I.

la

0.5419(

111

1.0000(

/1)

19

0.38091

111

0.3020(

/1)

1.0000(

71)

20

0.6185(

11)

0.34331

111

0.00bb8(

711

1.0000(

/11

Pi

0.4992(

/I)

0.50271

/11

0.48751

71)

0.70b61

/1)

1.0000(

PP

40.2249(

/1)

.0.09311

71)

40.i181(

71)

0.15911

71)

-0.04904

21

40.08264

/1)

.0.9/031

/1)

40.0024(

71)

40.11711

71)

0.0419(

t.,

24

-0.0093)

711,

-0.04431

711

0.0389(

71)

0.02701

711

0.0776(

m2s

- 0.26001

/1)

- O.11ei

71)

...(181184(

71)

0813991

71)

- 0.1101(

lh

v80741(1

/1)

0.11031

11)

0.13291

711

-0.09961

71)

-0.10Sb(

?7

-0.09041

/1)

-0.24334

711

-0.41)00(

71)

40.06641

711

-0.11411

2r1

0.0595(

/1)

-0.0405(

/1)

0.0107(

711

0.03981

71)

-0.11131

29

0.0202(

/1)

0.00801

71)

(180530(

71)

0.11271

71)

0.02001

10

-0.14391

71)

.0000.00(

71)

000733(

711

8.0809241

71)

- 0.12394

41

+0811901

/1)

0.100e(

71)

080/33(

71)

0.023b(

71)

8.0811001

.32

0820.391

11)

0800301

111

0.0143(

ll)

-0.0447(

/11

40.182.11

33

-0.1750(

11)

-0.01461

/1)

40.0193(

71)

- 0.09141

71)

-0.18671

44

-0.12521,

11)

-0.145541

/1)

-0.494)2(

71)

.0.14341

71)

-0.21821

as

0.0!)20(

11)

-0.02931

71)

0.01741

71)

0.0090(

711

-0.21141

36

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i1)

40.11021

/11

-0./667(

71)

-0.23111

71)

-0.33591

37

-0.114/1

(11

.40.09081

/11

0.0013(

71)

0.0118(

71)

-0.11611

18

- 0.34011

71)

-0.1276(

/1)

40.1736(

711

40.25291

71)

-0.31871

PS

46

2/

28

29

144

,os

in

1.000u(

0.1249(

/1)

/11

1.00001

/1)

27

4..'430(

/1)

0.03241

/1)

1.0000(

71)

?d

0.08441

11)

0.00511

/1)

0409311

711

1.0000(

/11

29

0.2020(

II)

0.24/7(

71)

o..sbeld(

71)

0.11511

/1)

1.00001

3°

0.2249t

/I)

0.162d(

71)

0.0/081

11)

0.00281

71)

-0.0337(

41

0.1b;Ot

(1)

0030341

111

0.04491

71)

0.10491

71)

0.1s/it

3?

0.0/14(

/I)

0.1499(

/)1

0.0128(

71)

0.1500(

/11

0.1304(

33

0.1000(

/1)

0.32941

/1)

04334t

71)

0.09641

71)

0.471/5(

34 is

0.2404(

0.1914(

71)

11)

volo.),(

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71)

II)

0,190,3(

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71)

71

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716

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0.031*1

711

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71)

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71)

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70

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71)

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711

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71)

-0.25651

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71)

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71)

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71)

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71)

0.11001

71)

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71)

-0.(!u7b(

71)

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71/

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711

0.14117(

71)

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71)

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111

0.01.401

111

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711

11.4)884(

71)

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11)

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71)

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711

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71)

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71)

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71)

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71)

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71)

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71)

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71)

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71)

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71)

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71)

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71)

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71)

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71)

0.06171

71)

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71)

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71)

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711

-0416711

711

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71)

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II)

22

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1.0000(

71)

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24

0.02571

71/

1.00091

711

0.0100(

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0.0976(

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1.0t.001

71)

U.2230(

71)

-0.07821

73)

0.0467(

71)

0.2414(

/0

0.04104

71)

0.09371

711

0.051331

71)

...-0.11141

711

-0.04721

71)

-0.0896(

71)

-0409115(

71)

0.04761

71)

- 0.01011

71)

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71)

0.00911

711

0.01611

71)

0.07021

71)

0.29511

71)

0.0497(

71)

0.0042(

71)

0.1291(

711

0.1464(

71)

.0.0441

71)

0.23421

711

0.1224(

71)

- 0.03711

71)

0.1302(

71)

.0,42434

71)

+0.0134(

111

0.13461

71)

-0.17(4C-

71)

0.11.101

71)

0.16631

11)

0,17141

711

- 0.03031

71)

-0.09551

71)

0.02531

71)

0.0121(

71)

-0.07461

71)

0.2411(

71)

0.0.021

71)

4.00971

71)

30

rA"Q

7-'

J1

32

1.0000(

711

0.167b(

71)

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711

0.17.0b1

71)

0.62)dt

71)

1.00001

711

0.2s59(

71)

0.340b(

71)

0.66911

711

0.1480(

71)

0.3143(

71Y

0.1406(

71)

0.1312 (

71)

0.41s1(

71)

0.3452(

711

36

0.34d6(

/1)

u.e204(

fl)

0.10114

71)

o.0764t

/1)

0.304e4

71)

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74)

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71)

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71)

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/1)

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71)

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71)

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71)

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/1)

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/1)

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71)

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71)

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71)

41.18510(

71)

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71)

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71)

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111

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71)

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71)

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71)

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71)

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11)

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/1)

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71)

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71)

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71)

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71)

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n

L

APPENDIX E:

FORWARD SELECTION PREDICTION EQUATIONS

FOR T-37 PHASE

NO

VII

MEAN

SIGMA

Z WEIGHT

TABLE E-1

RAW SCR WT

CRIT R

Z WT*CRIT R

-g,

82

- 0.47

2.21

-0.20

-0.30

-0.37

0.07

M2

11

6- 0.34

2.88

-0.13

-0.16

-0.37

0.05

M6'

67

- 1.74

6.39

-0.31

-0.16

-0.53

0.17

MT

721

0.39

0.36

-0.27

-2.53

-0.34

0.09

M21

926

0.03

0.97

0.17

0.59

0.26

0.04

M26

fo;

10

29

0.14

0.93

0.14

0.51

0.30

0.04

M29

131

70.07

20.90

0.14

0.02

0.14

0.02

AFOQT-1

;2

232

56.97

26.53

-0.11

-0.01

0.08

-0.01

AF0QT4

333

43.25

422.26

-0.03

-0.00

0.08

-MO

AFOQT-3

434

44.16

20.52

-0.15

-0.02

0.02

-0.00

AFOQT-4

535

59.79

24.96

-0.06

-0.01

-0.02

0.00

AFOQT-5

i

'''

,,r.'"

i'..

i,',

* .

'

... .'

,.

`...:

,

TABLE E-2

NO

VB

MEAN

SIGMA

Z WEIGHT

RAW SCR WT

CRIT R

Z WT*CRIT R

92

- 0.47

2.21

-0.13

-0.31

-0.30

0.04

M2

73

- 0.88

4.47

-0.19

-0.22

-0.43

0.08

M3

67

- 1.74

6.39

-0.36

-0.29

-0.50

0.18

M7

4.

10

16

- 0.03

1.76

-0.20

-0.60

-0.17

0.03

M16

;111

il

11

19

- 0.26

7.92

0.14

0.09

0.00

0.00

M19

828

0.07

0.97

0.19

1.00

0.16

0.03

M28

131

70.07

20.90

-0.01

-0.00

-0.06

0.00

AFOQT-1

232

56.97

26.53

-0.22

-0.04

-0.07

0.01

AFOQT-2

333

43.25

22.26

0.05

0.01

-0.00

-0.00

AFOQT-3

434

44.16

20.52

-0.22

-0.05

-0.15

0.03

AFOQT-4

535

59.79

24.96

-0.00

-0.00

-0.15

0.00

AFOQT-5

Js " "%

` °

..,

,,,

., .

° ,

s.`

...,

-%

,.. %

',:'

t °%

',

:,

-,

..

,.

..

.,.

.'

...

' F. .

,S.

41' .

4A

',oa

,,,

..'1

,0 L

.'V

.., ..

.1Z

1,..

f IC

c 4,

....t.

'610

i ' q

IV1i

. ,..:

n,..

.1..4

, '1,

...4

' 1 0

1,

(.. ,

;.4,.r

:.-!j

io

.1:

..4.t.

'". O

. , r

o tk

,..0"

.e,

.. ...

A ,.

.`, k

l,, I

. , t

I; .F

7.:4

40,..

.1 (

f.,..

,.....

`f:'

`,3,

' SI

1,,:1

111.

4'.;

NO

VB

MEAN

SIGMA

TABLE E-3

Z WEIGHT

RAW SCR WT

CRIT R

Z WT*.CRIT R

91

-1.23

7.30

-0.17

-0.03

-0.52

0.09

M1

11

2-0.47

2.21

-0.15

-0.10

-0.41

0.06

M2

76

-0.34

2.88

-0.20

-0.10

-0.47

0.10

M6

.p. N

67

-1.74

6.39

-0.33

-0.07

-0.61

0.20

M7

821

0.39

0.36

-0.22

-0.89

-0.32

0.07

M21

10

26

0.03

0.97

0.15

0.22

0.29

0.04

M26

12

29

0.14

0.93

0.10

0.15

0.31

0.03

M29

131

70.07

20.90

0.10

0.01

0.15

0.01

AFOQT-1

232

56.97

26.53

-0.18

-0.01

0.10

-0.02

AFOQT-2

333

43.25

22.26

0.09

0.01

0.15

0.01

AFOOT-3

;),

'0

434

44.16

20.52

-0.08

-0.01

0.05

-0,.00.

AFOQT-4

535

59.79

24.96

-0.09

-0.00

-0.01

0.00

AFuQT-5

TABLE E-4

NO

VB

MEAN

SIGMA

Z WEIGHT

RAW SCR WT

CRIT R

Z WT*CRIT R

22

-0.47

2.21

-0.19

-0.28

-0.37

0.07

M2

56

-0.34

2.88

-0.14

-0.16

-0.37.

0.05 '

M6

17

-1.74

6.39

-0.32

-0.17

-0.53

0.17

M7

321

0.39

0.36

-0.24

-2.23

-0.34

0.08

M21

626

0.03

0.97

0.14

0.48

0.26

0.04

M26

429

0.14

0.93

0.14

0.50:

-0.30

0.04

M29

735

59.79

24.96

-0.12

-0.02

-0.02

0.00

AFOQT-5

TABLE E-5

'NO

VB

MEAN

SIGMA

Z WEIGFT

RAW SCR WT

CRIT R

Z WT*CRIT R

42

-0.47

2.21

-0.14

-0.33

-0.30

0.04

M2

33

-0.88

4.47

-0.19

-0.22

-0.43

0.08

M3

17

-1.74

6.39

-0.35

-0.28

-0.50

0.17

M7

816

-0.03

1.76

-0.21

-0.62

-0.17

0.04

M16

919

-0.26

7.92

0.14

0.09.

0.00

0.00

M19

528

0.07

0.97

0:19

1.01

0.16

0.03

M28

732

56.97

26.53

-0.20

-0.04

-0.07.

0.01

AFOQT-2

634

44.16

20.52

-0.23

-0.06

-0.15

0.03

AFOQT-4

235

59.79

24.96

0.02

0.00

-0.15

-0.00

AFOQT-5

aka

NO

VB

MEAN

SIGMA

Z WEIGHT

TABLE E -6

RAW. SCR WT

CRIT R

Z WT*CRIT R

61

- 1.23

7.30

-0.18

-0.03

-0.52

0.09

M1

22

- 0.47

2.21

-0.17

-0.11

-0.41

0.07

M2

36

- 0.34

2.P.

-0.20

-0.10

-0.47

0.09

M6

JT

17

- 1.74

,.39

-0.34

-0.08

-0.61

0.21

M7

521

0.39

0.36

-0.19

-0.80

-0.32

0.06

M21

426

0.03

0.97

0.16

0.24

0.29

0.05

M26

735

59.79

24.96

-0.11

-0.01

-0.01

0.00

AFOOT-5

e%7

..t ..

APPENDIX F: PASS-FAIL SUMMARY DATA

TABLE F-I

VARIABLENAME INDEX

SAMPLESIZE MEAN

M1 1 128 - 0.00

M2 2 128 0.00

M3 3 128 - 0.00

1.14 4 128 0.00

M5 5 128 4.18

M6 6 128 - 0.00

M7 7 128 0.00

M8 8 128 2.01

M9 9 128 - 0.00

,M10 10 128 - 0.00

M11 11 128 - 0.00

M12 12 128 0.00

M13 13 128 : 0.93

M14 14 128 - 0.00

M15 15 128 0.00

M16 16 128 - 0.00

M17 17 128 0.41

M18 18 128 0.21

M19 19 128 0.00

M20 20 128 - 0.00

M21 21 128 0.43

M22 22 128 0.02

M23 23 128 0.01

M24 24 128 0.01

M25 25 128 0.01

M26 26 128 - 0.00

M27 27 128 - 0.00

M28 28 128 0.01

'M29 29 128 0.01

M30 30 128 0.01

AFOQT-1 31 128 66.91

AFOQ F -2 32 128 54.73

AFOQT-3. 33 128 44.72

AFOQT-4 34 128 47.38AFOQT-5 35 128 61.64PASS-FAIL 36 128 0.55

VARIANCESTANDARDDEVIATION

71.15 8.447.90 2.81

23.71 4.87

51.93 7.21

8.03 2.83

12.50 3.5362.56 7.91-2.01 1.44

17.94 4.246.51 2.55

42.-E1 6.5410.82 3.29

0.38 0.61

17.66 4.2016.22 4.032.90 1.70

0.15 0.380.04 0.21

55.71 7.46

68.09 8.25

0.12 0.350.97 0.99

1.00 1.00

1.00 1.00

1.00 1.00

1.00 1.00

1.00 1.00

1.00 1.00

1.00 1.00

1.00 1.00

473.88 21.77

67.17 25.95

537.37 23.18

374.99 19.36

550.43 23.46

0.25 0.50

(1121

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FORWARD SELECTION PREDICTION EQUATIONS

FOR PASS-FAIL

TABLE G -1

NO

VB

MEAN

SIGMA

Z WEIGHT

RAW SCR WT

CRIT R

Z WT*CRIT R

17

0.00

7.91

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M7

511

0.00

6.54

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0.43

0.35

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0.01

M21

823

0.01

1.00

0.09

0.04

0.18

0.02

M23

Om

324

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1.00

0.13

0.06

0.19

0.02

M24

431

66.91

21.77

0.17

0.00

0.16

0.03

AFOQT-1

633

44.72

23.18

-0.11

-0.00

-0.07

0.01

AFOQT-3

234

47.38

19.37

-0.27

-0.01

-0.19

0.05

AFOQT-4

0-

TABLE G-2

NO

VB

MEAN

SIGMA

Z WEIGHT

RAW SCR.WT

CRIT R

Z WT*CRIT R

611

0.00

6.54

-0.20

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0.05

Mll

821

0.43

0.35

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-0.15

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0.01

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923

0.01

1.00

0.10

0.05

0.18

0.02

M23

10

24

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1.00

0.09

0.05

0.19

0.02

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1.00

0.07

0.03

0.15

0.01

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131

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21.77

0.08

0.00

0.16

0.01

AFOQT-1

232

54.73

25.95

0.15

0.00

0.10

0.01

AFOQT-2

333

44.72

23.18

-0.23

0.00

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0.02

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434

47.38

19.37

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J.01

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0.06

AFOQT-4

535

61.64

23.46

0.07

0.00

-0.09

.-0.01

AFOQT-5

,

APPENDIX H: PROPOSED T-40 SCREENING PROGRAM GUIDE

InstructionalTask

Sortie #1

TaskTime

ElapsedTime

1. Strap In 5:00 2:00

2. Yoke 2:00 7:00

3. Attitude Indicator 4:00 11:00

4. Trim 4:00 15:00

5. Straight4 Level 10:00 25:00

6. Straight & Level (Test) 2:00 27:00

7. Throttles 5:00 32:00

8. Pitch Bank-Power 11:00 43:00

9. Straight & Level (Test) 2:00 45:00

52

Sortie #2

InstructionalTask

TaskTime

ElapsedTime

1. Strap-In 2:00 2:00

2. Straight & Level 10:00 12:00

3. Straight & Level (Test) 2:00 14:00

4. Climbs Descents 3:00 17:00

5. CAS Climb Descents 10:00 ,27:00

6. Pitch Climb Descent (Test) 2:00 29:00

7. Level Off 9:00 38:00

8. Straight & Level (Test) 2:00 40:00

Pitch Climb Descent (Test) 2:00 42:00

9. Straight & Level 1:00 43:00

10. CAS Climb, Level Off (Test) 2:00 45:00

I

53

Sortie #3

Instructional Task ElapsedTask Time Time

1. Strap In 2:00 2:00

2. -Straight & Level 3:00 5:00

3. A/S Changes 5:00 10:00

4. Straight & Level (Test) 2:00 12:00

A/S Increase (Test) 2:00 14:00

5. A/S Changes 5:00 19:00

6. A/S Decrease (Test) 2:00 21:00

7. Normal Turn 5:00 26:00

8. Turn to Heading 10:00 36:00

9. Turn to Heading (Test) 2:00 38:00

Turn to Heading (Test) 2:00 40:00

10. CAS Climb/Descent 2:00 42:00

11, CAS Climb Level Off (Test) 2:00 44:00

CAS Descent Level Off (Test) 1:00 45;00

rel.""4 4f

54

Sortie #4

InstructionalTime

TaskTime

ElapsedTime

1. Strap In 2:00 2:00

2. Straight & Level 2:00 4:00

3. Change A/S 3:00 7:00

4. Straight & Level (Test) 2:00 9:00

Airspeed Decrease (Test) 2:00 11:00

5. Turn to Heading 5:00 16:00

6. A/S Change in Turn 5:00 21:00

7. Turn to Heading (Test) 2:00 23:00

8. Climbing/Descending Turns 5:00 28:00

9. CAS Climb Level Off (Test) 2:00 31:00

Complex Turn (Test) 2:00 33:00

10. Rate Climb/Descent 8:00 41:00

11. Rate Climb/Descent (Test) 2:00 43:00

Complex Turn (Test) 2:00 45:00

55

iR

Sortie #5

Note: Pre-flight briefing should include practice on light task

Instructional Task ElapsedTask Time Time

.1. Strap In 2:00 2:00

2. Straight & Level 2:00 4:00

3. Airspeed Changes 5:00 9:00

4. A/S Decrease (Test) 2:00 11:00

5. Rate Climb, Descent 5:00 16:00

6. Rate Climb, Descent (Test) 3:00 19:00

7. Complex Turns 5:00 24:00

8. Complex Turn (Test) 2:00 28:00

Complex Turn (Test) 2:00 32:00

9. Straight & Level 3:00 35:00

10. Light Tasks: Straight &Level 4:00 39:00

Turns 3:00 42:00

Cas Climb 3:00 45:00

56 59