While each organization will have a slightly different take on things, most would agree that if you want to be successful in mission aviation, there are a core set of skills and attributes that a pilot / mechanic should have before heading to the field. We call them KSA's - Knowledge, Skills and Attributes.
Following is a list of 35 KSA's that missions are looking for in an applicant. This is a list that was compiled by JAARS Aviation Training but is very compatible to other IAMA Member Organizations.
Flight Elements: (Aircraft handling)
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Normal Procedures: Preflight, Loading, Performance, Weight and Balance, Pre Start, Start, Post Start, Run-up, Taxi, Pre Takeoff, Pattern Departure, Level Off, Cruise, Approach to the Airfield, Pattern Entry, and use of the Radio.
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Emergency Procedures: Done in accordance with Checklist and expanded procedures found in aircraft POH. Being aware of where the aircraft can be landed in the event of an engine failure or other emergency situation. Awareness of engine failure options during takeoff and initial climb.
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Use of Checklists: Were checklists used? How was the “flip tab” checklist used? Used in accordance with the checklist use explanation in the POH, or used as a do list?
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Basic Configurations: Knowledge and application of basic operational configurations. Transitioning from configuration to configuration.
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Positive Pitch and Power Control: Pro-active in pitching to the airspeed and powering to the altitude during airwork. Working the pitch and power together.
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Tolerances: (A/S, ALT, Hdg.) Tolerances as spelled out in the Flight Lesson Plan, for Orientation, or as found in the Performance Standards Section of the TE handbook, for TEs.
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Takeoff and Climb Procedures: As per the POH and/or the Flight Sheet parameters
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Approach Procedures: (Pattern and Final Approach) As per the POH and/or the Flight Sheet parameters
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Landing Procedures: As per the POH and/or the Flight Sheet parameters. Transition to touchdown, use of pitch and power. Landing in a (the) predetermined Touch Down Zone
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Agreement of Indicators: Pitch, Power Rate of Descent, Picture. Pro-active in pitching to the airspeed and powering to the altitude during the pattern and approach.
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Scan inside/outside: VFR Scan. “Methodical eye movement in search of information” The degree of consistent and appropriate scan which actively and continuously seeks to confirm and update critical information needed to operate the aircraft, including monitoring of engine gauges.
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Orientation/Navigation: The ability to maintain conscious awareness of geographic position and the ability to hold headings and altitudes and note times and distances and relate charts information to observed features. Chart use and plan for locating one’s position.
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Smoothness: The degree of even control and power changes made in a timely manner at appropriate rates and quantities. It may also be used to reflect the general flow and manner of flight actions.
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Coordination: The degree to which the trainee applies correct and timely flight control inputs which result in the coordinated and optimum flight performance of the aircraft.
Supporting Observations:
- 1. Judgment: Appropriately compares and evaluates courses of action.
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Discipline: The degree of quality self management and self direction which results in good returns for the effort and produces highly predicable and consistent outcomes.
a. Professional: Is thorough, responsible, reliable, and conscientious; maintains high standards.
b. Self-Controlled: Exercises restraint over one’s actions and desires. Adheres to standards, procedures and regulations.
c. Integrity: Does what is right even when alone. -
Functions within Limitations: Recognizes (personal and organizational) limitations, establishes appropriate margins, and consistently functions within those margins.
a. Safety Conscious: Places a high value on safety.
b. Conservative: Exercises moderation and/or caution when making decisions. -
Hazardous Attitudes: Does/does not exhibit attitudes that lead to dangerous behavior. Remember there are two sides to the Hazardous Attitude scale.
MACHO: AGGRESSIVELY/FORCEFUL vs. TIMID
ANTIAUTHORITY: DEFIANT vs. CONFORMIST
RESIGNATION: INSISTENT vs. YIELDING
IMPULSIVITY: SPONTANEOUS vs. PONDERING
INVULNERABILITY: CAREFREE vs. TREPID -
Reception of Instruction: More than one repetition needed? Only writes down the complex instructions? Able to remember the simple instructions? Accurate memory of instructions? Reads back instructions? Compliance with instructions in detail and sequence?
- Teachable: Is willing to be taught.
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Aptitude for Learning: Has the ability to learn new skills and information
“Capable of being educated” Willingness to truly listen and learn as evidenced by modified behavior in areas being addressed by the instruction. This is fairly close on the heels of “rate of progress”. It is the index of change which results from specific instruction and coaching. (This is not simply how amiable or willing to listen the pilot is.) -
Adaptability: Is able to change activities in response to changing circumstances
a. Integration: Appropriately integrates and applies knowledge, skill, and experience. (Commonly referred to as adaptability when applying past aeronautical experience to a new situation.)
“To change into a different state or form” The degree of ability to apply principles learned under circumstance and combine these with other relevant principles and apply them to a different situation. -
Rate of progress: “Progression from simple to a more complex form” The rate at which training outcomes and consistent performance demonstrate development of the needed technical knowledge, skills and attributes.
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Observations: Ability to make significant observations about the aircraft and the environment. This could include: power settings, control positions, control pressures, attitude of the aircraft in various configurations, correct comparison to other aircraft, and significant landmarks for orientation.
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Situational Awareness - Accurately perceives what is going on with oneself, the aircraft (flight or maintenance) and the environment, in the short-term past, the present, and in the near future.
“Condition of being aware” The degree of awareness of the ramifications of continuing any portion of the flight profile as it is currently being conducted. Awareness includes an awareness of his personal abilities and limits (pilot), the status, configuration and condition the aircraft and equipment (aircraft) and factors of weather, aircraft (environment) -
Planning: Makes and adapts plans (including for contingencies). The degrees of ability to anticipate and plan, maintain priorities.
The degrees of ability to maintain an ongoing assessment of the “as is” and to plan to anticipate upcoming situations in a way that leads to good situational awareness. Planning ahead includes both preflight planning as well as thinking ahead of where the plane is and where it will be or needs to be as the flight progresses.
a. Division of Attention: The degree of ability to prioritize attention and activities appropriate to the phase of flight and to multi-task without becoming overly focused on any one of the factors needing attention at the same time.
b. Task Management – Prioritizes and accomplishes multiple tasks in a timely manner. (This is commonly-referred to as multi-tasking.) -
Resource Management – Uses resources effectively to accomplish tasks.
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Risk Management – Appropriately recognizes, evaluates, and mitigates risk.
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Stress Management (Performance Under Pressure) - Carries out activities appropriately when under pressure/stress
In the immediate sense it is the ability to continue to function when the workload becomes and remains higher than normal for a protracted portion of the flight. Please note, however, the trainee’s general ability to maintain personal priorities, anticipate high activity loads, exercise proper relaxation, and to effectively recognize and relieve stress. -
Aeronautical Decision Making – Makes correct decisions in an appropriate manner and in a timely fashion.
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Pilot in Command/Airmanship (PIC Mentality) – Is in command of all the aspects of flight. The degree of ability to take charge and professionally manage the aircraft and available recourses
- Attitude: Toward the TE, in-flight tasks, the aircraft, him/herself, the evaluator.
Attitude is a broad term. Use it to reinforce good qualities you appreciate. Use it as well to address any concerns you may have regarding what drives or motivates this person. Remember that we do best to state our behavioral observations. If you have a strong “guess” that the behavior reflects a problem of attitude, there is nothing wrong with candidly probing and confirming your “guess” but be caring and careful in making early judgments until you have confirmed your “guess”.
This also should be used to document apparent attitudes that inappropriately excuse below standard performance. An example of this would be blaming the aircraft for tolerances that are consistently too wide.
a. Interpersonal Skills – Relates to all people appropriately
b. Inquisitive – Has a desire to learn
c. Initiative – Looks for what needs to be done and does it - Self Assessment – Assesses one’s own skills and performance accurately.
Does the applicant see what he is doing well?
Does he see where he needs to improve?
Does he see where he is improving?
Overall, does his evaluation of the flight match what the evaluator pilot is seeing?
Does his self assessment match reality? - Self Confidence - Has the appropriate level of confidence in one’s knowledge and abilities.
The degree of growth balanced with confidence and competence which are growing at a healthy rate and is consistent with the pilot’s progress in training. It reflects acceptance of personal responsibility for growth and development. -
Consistency: Are procedures and modes of operation correct and consistent from operation to operation?
This list was compiled by the JAARS Aviation Training staff and does not necessarily represent the perspectives of other missions.
While each organization will have a slightly different take on things, most would agree that if you want to be successful in mission aviation, there are a core set of skills and attributes that a mechanic should have before heading to the field. We call them KSA's - Knowledge, Skills and Attributes. 
In Exodus 25 and the following chapters, God lays out for Moses the blueprint for constructing the tabernacle and all that is to go into it. The plans are detailed and precise. Moses must have wondered how he was to complete the task given to him. However, in Exodus 31:2–3 God says to Moses, “See, I have called by name Bezaleel. … I have filled him with the spirit of God, in wisdom, and in understanding, and in knowledge, and in all manner of workmanship…”
Specific:
The A&P, also known as the Airframe & Powerplant license, is an FAA license that permits someone legally to perform mechanical maintenance to an airplane. The A&P however cannot be had at most airports. You need to attend an FAA certified A&P school. The entire process can take from 12 months to possibly five years, depending on how you go about it. But none-the-less, it is one of the distinctives that make most missionary pilots stand apart from the rest of the pilot kingdom.
500 hour inspections on alternators, starters, magnetos.
Again, remember where we are: generally poorer third world economies. On most larger bases there are dedicated maintenance specialists. However the ratio is generally one maintenance specialist for every four or five planes. Therefore he/she cannot be expected to deal with all of the day to day maintenance squawks that pop up.
charger began to die. They just do that sometimes. With twenty years of flight experience under his belt he had seen this before. Returning to the same strip for an uneventful landing he did some checks on the ground to pretty much verify that the turbocharger was in fact ready for the junk-pile.