With so many aircraft on order, large numbers of maintenance personnel will be required to keep them airworthy. To deliver those numbers at a time when there is increased digitalisation on aircraft, training must become more efficient, as Bernie Baldwin reports.
After huge disruption to aircraft orders and deliveries during the global pandemic, airlines have finally been getting their fleet renewal plans back on track. Sizeable orders have come at a regular pace over the past 12–18 months, adding to backlogs that remained relatively high due to fewer deliveries during the downturn.
Even now, deliveries are disrupted by supply chain issues and problems with certain aircraft and engine programmes, but eventually the production lines will return to higher rates. In the meantime, the operators and their maintenance, repair and overhaul (MRO) providers need to put in place enough qualified staff to ensure that, having finally arrived, the aircraft get on with the task of revenue generation.
At present, however, aircraft maintenance personnel numbers are low in quite a few parts of the world, so the idea of MRO being a stimulating career needs to be more attractive. With many young people being extremely computer literate, the increased digital nature of modern aircraft might just be the attraction that brings more potential candidates to the industry.
Alisdair Gilbert, digital project manager at Air Service Training, based in Scotland, believes that improving the appeal of the aircraft engineering career path requires a nuanced approach that recognises their digital fluency and evolving industry demands.
“Firstly, highlighting the increasing digitalisation of aircraft aligns with the technological aptitude of young people. Emphasising how their computer literacy can seamlessly integrate with modern aircraft systems could well make the field more enticing,” Gilbert confirms. “While the industry has historically addressed staffing shortages by enticing professionals from other sectors or through increased pay, it’s becoming evident that this approach is not sustainable. With growing demands from emerging players like Riyadh Air, there’s a shift towards recognising the need for more young individuals to undergo training.
“To attract young talent, it’s crucial to dispel outdated stereotypes of aircraft engineers working solely in greasy, low-tech environments,” he contends. “While the field encompasses a range of technological levels, from electromechanical instruments to cutting-edge digital flight decks, it’s essential to convey the diversity and sophistication of the work. While platforms like the Boeing 787 and Airbus A350 showcase the pinnacle of technological advancement, the basic training syllabus ensures proficiency across a spectrum of aircraft technologies, from traditional to state-of-the-art.
“By presenting the aircraft engineering career as a dynamic blend of traditional craftsmanship and modern innovation, we can inspire young individuals to pursue this rewarding and essential profession. This approach not only addresses industry needs, but also provides young talents with a compelling and fulfilling career path,” Gilbert states.
Harald Schween, head of sales & marketing for Lufthansa Technical Training, concurs with the idea that emphasising the digitalisation and high-tech aspects of aircraft maintenance could make the career more appealing to younger, computer literate, generations. “Aircraft maintenance is evolving with the integration of advanced technologies such as AI and automation,” he notes. “In future, there will be specialised training programmes that focus on digital skills relevant to aircraft maintenance, such as data analytics, programming for automation systems, and cybersecurity for connected aircraft systems.
“Moreover, virtual reality (VR) and augmented reality (AR) play an important role, with the implementation of VR and AR training modules that simulate real-world maintenance scenarios. This immersive approach can engage tech-savvy individuals and provide hands-on experience in a digital environment,” Schween adds.
Stuart Johnson, business development manager of Resource Group’s training division, reports that appealing to youngsters making decisions about their careers is actually a step before the company’s attraction and recruitment processes currently start. “At the point when we are seeking applications for apprenticeship programmes on behalf of our clients, a potential candidate is already ‘switched on’ or not to the sector and the prospective opportunities within. Therefore, the strategic use of technological advancements in aviation/aerospace (specifically around hardware and software innovation) really comes at a much earlier point in the education of young learners,” he remarks.
“Embedding detail and information about the sector from a digital and IT perspective has to be an objective of careers advisors, schools, and educational outreach from the sector,” Johnson continues. “Drawing parallels between digital development in aerospace, digital interest in formative years of education and industry engagement will certainly form part of a long-term future strategy, but requires a much more focused approach at a grass roots level than we currently see from industry and the primary/secondary education combined.”
The lack of focus Johnson mentions makes him less optimistic about attitude changes attributed to linking the MRO sector and computer literacy. “Our perspective is that international travel, transferable technical skills, and financial prospects remain the cornerstones of the attraction strategy and that a general, individual interest in digital technologies will not move the needle in the short term against such tangible benefits of a working life in aviation,” he stresses.
For the candidates who have chosen an MRO career, the training process is constantly developing. Students have to be prepared to deal with aircraft which have increased levels of digitalisation, so some training procedures are likely to be affected as a result of aircraft incorporating more digital elements.
“In terms of basic training, we do not see huge developments in training procedures and techniques resulting from the evolution of digital systems on aircraft. The fundamentals of basic training remain intact and even basic electrical and avionic training fundamentals have not yet been impacted significantly by aircraft technology,” Johnson reports. “In aircraft type training there are, of course, more widespread implications relating to aircraft systems and hardware, and these are often addressed by manufacturers through type-specific training aids – often digital.”
At Air Service Training, Gilbert is seeing distinct changes in training. “With the advancing digitalisation of aircraft, training methodologies are evolving to incorporate more digital elements, enhancing the learning experience for aspiring engineers,” he confirms. “One notable change is the increased utilisation of computer simulations, which offer dynamic representations of systems and airflows, surpassing the static black and white schematic diagrams of the past.
“This shift isn’t just about embracing technology for its own sake, but is driven by the desire to improve the learning process, especially as theoretical study components may increasingly be delivered online or via self-study methods rather than traditional classroom settings,” Gilbert adds. “It is important to note, however, that the Basic Training syllabus must cater to a wide spectrum of aircraft technologies, spanning from vintage aircraft like the Dragon Rapide to modern marvels like the 787. Consequently, there is limited flexibility to eliminate certain topics in favour of digital elements. Instead, the focus is on integrating digital tools to complement existing training materials, enriching the educational experience while ensuring comprehensive coverage of essential subjects across the aircraft spectrum.”
For Lufthansa Technical Training (LTT), VR is considered a potential addition for future maintenance training, according to Schween. “In 2019, we set up a pilot project to showcase VR technology and its functionalities within aircraft maintenance training. This initiative has proved some benefits and applications of VR in training generally. It is still considered a pilot project, but we are convinced that VR, beside other digital solutions, will play a significant role in future training.
“We have also considered the use of VR for basic and type training in general,” he notes. “Through VR technologies we can, for example, show the trainee how the aircraft looks and thus may use VR to complement deeper level maintenance training. Furthermore, we may bring practical elements into the classroom virtually in order to decrease the amount of practical training days at the aircraft.
“With VR, we can give the trainees a better understanding of the complexity of an aircraft and can give them the chance to (virtually) get in touch with the components of an aeroplane. But VR technology is still expensive and complex for use in existing maintenance training programmes,” Schween cautions. “Hence, beside the use of VR devices, which as yet are limited in the sense of a broad learning experience, we strongly believe in the benefit of ‘blending’ traditional and digital learning methodologies.”
Thus, as well as a greater digital presence on aircraft, there is also the matter of digitalisation of the maintenance training equipment and processes, which has effects beyond the equipment. “The transition from ‘traditional’ classroom training to new learning methodologies, such as – but not limited to – the application of VR and eLearning, changes the role of an instructor significantly. Instead of instructor-led lectures, the instructor becomes more a coach for the trainee, who gives guidance through the trainee’s learning path and experience,” Schween explains.
“This change comes along with new skills requirements for the instructors, such as the handling of digital media and tools within a modern blended learning environment. Nevertheless, and without any doubt, the experienced and competent instructor remains key for successful learning,” he emphasises.
For Alisdair Gilbert, the digitalisation of maintenance training equipment and processes presents opportunities to enhance the efficiency and effectiveness of training, all while maintaining a steadfast commitment to safety. “By integrating digital training aids such as simulations and virtual reality into Basic Training programmes, historical training aids and traditional classroom methods can be augmented or replaced,” he says. “These digital tools offer immersive learning experiences that can significantly accelerate the learning curve without compromising safety standards.
“Properly constructed and adequately available for all participants, digital training aids can offer dynamic simulations of maintenance scenarios, allowing trainees to practise in realistic environments without the constraints of physical equipment availability. This not only improves the depth of understanding, but also fosters practical skills development in a controlled setting,” Gilbert elaborates.
“However, challenges such as the availability of training facilities, implementation costs, and the rapid evolution of digital technologies must be navigated. Investments in digital training infrastructure must be carefully considered to ensure long-term relevance and effectiveness, mitigating the risk of premature obsolescence.
“Ultimately, the digitalisation of maintenance training holds immense potential to streamline learning processes, empower trainees with practical skills, and uphold safety standards in the aviation industry,” Gilbert states. “Balancing innovation with practicality is key to realising these benefits while safeguarding the integrity of training programmes.”
Resource Group’s Johnson reports that, in terms of basic training, the company is not seeing widespread implications for training techniques related to digital advancements of hardware systems. “Undoubtedly, digital, mechanical and blended training aids have improved significantly in recent years, but as a basic training organisation, we do not tend to use them,” he says. “From a cost perspective, funding mechanisms and sponsorship do not allow for such relatively expensive assets when traditional methods do the job and more closely align with the realities of working on live platforms. Such cutting-edge training technology is most often the reserve of military and public sector training organisations.”
Increased use of digital technology or not, new course features are introduced regularly by training organisations to improve the quality of training. The training companies also have to work on balancing coursework between the classroom, the workshop and on-aircraft training.
“Over the last three years, Resource Group’s training business, LRTT Ltd, has embarked on an intensive project to overhaul our entire range of Part-66 training material, which is used to deliver Part-66 Category A and B basic training,” Johnson comments. “The material is seen by all clients, whether individual or corporate, and forms the basis of our UK CAA and EASA Part 147 approvals.
“In line with our ambition to provide a best-in-class offering to our clients, we are continually making improvements to the quality, layout, format and delivery of our training material, to enhance the learning experience for our students,” he continues. “Post-Covid 19, there was a requirement to provide learners with a high-quality digital option for training. This saw Resource Group invest £2.5 million to create interactive digital courseware for A1, A3, B1.1, B1.3 and B2 licences, providing individuals with the flexibility to study towards a Part-66 licence in their own time, at their own pace. This reduced the need to take long periods away from work at a time when the industry is in need of every skilled worker available.
“With input from industry experts and educational specialists to enhance learner experience, the new courseware includes 3D graphics, interactive scenarios and engaging video content, specifically designed to maximise learners’ understanding of course concepts regardless of their preferred learning style,” Johnson reports. “The courseware includes end of module knowledge checks with detailed reports to help learners identify their strengths and weaknesses, as well as timed, mock assessments to simulate the Part-66 examination experience.”
Regarding the balance between classroom, workshop and on-aircraft training, Johnson says this is set by the competent authority (UK CAA/EASA) which the company follows. “However, the improvement and innovation that we’ve introduced to our theoretical learning has obvious benefits across our entire programmes as the enhanced learning outcomes positively impact an individual’s performance,” he stresses.
According to Harald Schween, “Aviation technical training is evolving, blending traditional hands-on methods with technology-enabled instruction to meet industry demands.” He backs up his assertion with some of the key trends he has observed, along with their benefits, including:
- Simulation technology: Crucial for safe practice, as simulators replicate the aircraft environment accurately.
- VR and AR: Enhance learning by allowing virtual interaction with aircraft systems.
- Interactive e-Learning: Multimedia platforms offer self-paced learning and remote access.
- Hands-on workshops: Essential for practical experience with aircraft components and tools (on-the-job training).
- Mobile learning via Learning Management Systems (LMS): Access training materials on smartphones and tablets anytime, anywhere.
- Data analytics: Track student performance to personalise training and optimise curricula (available via LTT’s LMS). LTT utilises CBTA (competence based training and assessment).
“This blend of methods ensures well-rounded professionals ready for the challenges of the aviation industry,” he declares.
“Although the training takes place in a highly regulated environment, which does not always allow the latest technical and didactic possibilities to be converted into modern training in a rapid manner, we have consistently aligned our methods and tools to the requirements of our customers,” states Schween. “The transition from ‘traditional’ classroom training to new learning methodologies, such as – but not limited to – the application of online distance learning (ODL), virtual reality (VR) and eLearning, changes the way of teaching significantly.
“In the long-run, some elements of maintenance training may be merged more and more into operations and daily work, such as the availability of real-time, on-demand information through various digital channels,” he adds. “Together with our parent company Lufthansa Technik (LHT), we are consistently evaluating potential tools and solutions for even more efficient maintenance at home bases and outstations. As an example, we provide our holistic view of aircraft, engines and systems to LHT technicians which allows maintenance or troubleshooting tasks to be virtually prepared remotely.”
At Air Service Training, new features in the training courses are following leads from industry authorities. “Considering the regulatory framework outlined by EASA and the UK CAA, recent advancements in training have focused on integrating digital tools to enhance the quality of instruction and provide a seamless transition between theoretical and practical learning experiences,” Gilbert reports.
“One notable enhancement involves the incorporation of digital representations of aircraft and powerplants into classroom instruction. These digital models serve as dynamic teaching aids, offering interactive simulations that complement theoretical lessons,” he elaborates. “By introducing students to these digital representations early on, training centres can better prepare students for practical phases conducted in workshops and on aircraft.”
Gilbert points out that the integration of digital tools not only improves the value of classroom delivery, but also fosters a more holistic and integrated learning experience. “It bridges the gap between theory and practice, enabling students to apply theoretical knowledge directly to practical scenarios with greater confidence and understanding,” he asserts.
“Balancing the training workload between the classroom, workshop and on-aircraft training involves careful planning and adherence to regulatory requirements regarding training hours. By leveraging digital representations in the classroom, training centres can optimise the allocation of time and resources, ensuring that students receive comprehensive instruction across all essential areas while maximising the effectiveness of each learning environment.
“In essence, the recent introduction of digital course features has enriched the training experience by promoting synergy between theoretical and practical components, ultimately enhancing the quality and efficacy of aviation maintenance education,” Gilbert declares.
While there is an awful lot of training to be done to care for those incoming aircraft, the increased digitalisation of maintenance training demonstrates that the industry is switched on to the challenge.
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