CNATRAINST 1550.6E
14 October 2003
CHAPTER 6
THE FLIGHT TRAINING INSTRUCTION (FTI) AND
FLIGHT SUPPORT LECTURE GUIDE (FSLG)
600.
General
a. FTIs are intended to be an authoritative and
descriptive narrative of all maneuvers and procedures required by
the CNATRAINST 1542. FTIs relate directly to the CNATRAINST
1542s. No item may be addressed in the FTI which is not
authorized in the parent document.
b. FSLGs are used by qualified and designated flight
instructors to give stage specific and other flight support
lectures which are normally a summary of the FTI. These lectures
are somewhat different from academic lectures in that they are
actual aircraft (or simulator) briefs on some aspect of flight
procedures given to several students.
601. FTI Content. The FTI is intended to be a comprehensive
resource. All items listed in the 1542 will be covered by the
FTI. This is not to say that an FTI should spoon-feed the
student in every evolution, rather it should address every point.
The goal of an FTI should be to equip the undergraduate aviator
with the knowledge and skills required to decipher and apply
NATOPS publications, the instrument flight manual, or any other
reference used by designated aviators. The emphasis in latter
phases within a pipeline should be in cultivating independence
from the training instruction, and reliance on the publications
which he/she will use throughout his or her aviation career. To
that end:
a. FTIs should not duplicate existing publications (i.e.,
NATOPS, IFM, PCL, GP) but should expand on concepts and address
specific applications of the referenced materials.
b. FTIs should include all information needed to complete
the applicable stage or phase of training. FTIs should be
considered building blocks. Previously introduced material from
other FTIs may be referenced in a subsequent FTI, but no
reference should be made in an FTI to PAT publications applicable
to a stage which follows it.
c. Although FTIs present all basic information required
prior to flight, it is the instructor's responsibility to ensure
comprehension of subject matter by the student. The descriptions
of maneuvers or procedures should be lucid and concise. There
should not be a need to interpret the instruction. Conversely,
the descriptions of maneuvers may allow sufficient latitude for
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