Proficiency Assessment Review (PAR)

Welcome to Proficiency Assessment Review (PAR), a voluntary training standard developed for the Malibu Mirage Owners and Pilots Association (MMOPA). Participation in this initiative will improve a pilot’s aircraft handling, risk analysis, and decisionmaking. Proper understanding of administration and participation in PAR will ensure accurate results and affect safer operations.

View the Full PAR PDF v8.1

The acquisition of expertise in any domain occurs by formulating a process encouraging commitment to continual improvement. Broad based pass versus fail assessments, such as Practical Test Standards (PTS)/Airman Certification Standards (ACS), inherently involve a degree of evaluator subjectivity and perhaps a delusion of graduating from practice. Pilots need a measure to overcome limitations of traditional assessments. PAR accomplishes this through outcome-based analysis: Scores.

Pilots engaged in PAR are participating in a voluntary self-development program; the allusion to golf is no coincidence. Scoring each performance, as one does a golf game, elicits ongoing commitment. The revolutionary nature of the PAR assessment lay in its objectivity and quantifiable results. Safety centric principles of self-awareness, risk assessment, and skill development improve whether participation in PAR is viewed as competition or training. Pilots who succeed at improving their PAR score increase their overall safety. Evaluators should be employed to validate performances, but, pilots should adopt self-scoring PAR as part of a routine post-flight debriefing.

PURPOSE

  • The purpose of PAR is to emphasize specific actions that enhance safety. The unique scoring system substantiates the significance of each element.
  • PAR scoring provides a mechanism for pilots to weigh their performance for risky behavior patterns before error chains formulate into incidents or accidents.
  • PAR is not a training tool, but rather solely an evaluation tool. Its effectiveness is derived by quantifying the actions of a pilot as they compare to a set standard: a peer group of similar pilots, or a self-derived level of performance.
  • Instructors while engaged in PAR should utilize a scenario-based technique and may rearrange or adapt elements to accommodate their evaluation.
  • There are many training styles and flying styles that can lead to proficiency, and PAR is designed such that it will not conflict substantially with any valid training program. As an evaluation tool, PAR can validate any training program with repeatable precision.