Distance Learning Aviation Course 2 (DLAC 2):
Producing Customer-Focused TAFs
Excessive use of conditional language, overly long TAFs, and TAFs that are not amended in a timely manner are some of the things that hamper the end user's ability to understand the forecast and make correct decisions, often resulting in substantial negative economic impact. DLAC 2 addresses these problems by focusing on issues such as:
- How TAFs impact aviation forecast customers
- The importance of effective communication between the forecaster and customers
- The need for collaboration and coordination with other offices issuing aviation forecasts, and
- How to create TAFs that maximize the usefulness of NWS forecasts to the customer
DLAC 2 Course Objectives
- Describe how TAFs impact customers
- Write clear and concise TAFs that customers understand
- Produce relevant and timely TAFs by being aware of customer needs and expected weather
- Express TAF logic and uncertainty via aviation forecast discussions
- Collaborate with others to produce the most consistent TAFs possible
- Routinely produce the best TAFs by using aviation "best practices"
At this time, two units of the course and one WES case are available. Check back here for new units.
Unit 1: Basic Terminal Forecast Strategies
Basic Terminal Forecast Strategies | Quiz
description (click to show/hide) Description:
“Basic Terminal Forecast Strategies” is the first component of the Distance Learning Course 2, Producing Customer-Focused TAFs. Basic Terminal Forecast Strategies is comprised of two lessons that provide 1) an introduction to understanding aviation customers and their needs and 2) a technique to meet those needs by producing clear, concise, and consistent terminal aerodrome forecasts (TAFs).
Objectives:
1. Identify aviation customer groups and describe how they use TAFs.
2. Recognize common terminal forecast problems that adversely impact customers.
3. Analyze TAFs to determine which would be considered "good" or "poor" by customers.
4. Describe how overuse of conditional terms (e.g., TEMPO) lowers forecast verification scores and impedes effective customer decision-making.
5. Describe the relationship between aviation verification scores and customer satisfaction.
6. Create a Practically Perfect TAF (PP TAF) that meets common customer needs.
Estimated time to complete: 2 h
Unit 2: Writing TAFs for Convective Weather
Writing TAFs for Convective Weather | Quiz
description (click to show/hide) Description:
"Writing TAFs for Convective Weather" uses a case to show how special tools and techniques can be used to produce a Practically Perfect TAF (PPTAF) for convection. The unit examines how to create TAFs for different types of convection and how to effectively communicate logic and uncertainty in an aviation forecast discussion (AvnFD) or by other means. It also addresses maintaining an effective TAF weather watch and updating the TAF proactively.
Objectives:
1. Describe how general convective hazards might impact airport operations.
2. Describe how the unique characteristics of each convective type relate to creating a TAF.
3. List the strengths and weaknesses of using BUFKIT, aircraft weather data, AWIPS Time-of-Arrival (TOA)/Lead Time and Time Series tools, satellite data, climatology, and other special tools for creating a TAF for convection.
4. Explain why the PPTAF procedure needs to be revised for convection and why the use of special tools is so important for this process.
5. Produce a PPTAF for a mesoscale convective system, air mass thunderstorms, supercell thunderstorms, or microbursts
6. Effectively articulate forecast logic and uncertainty about a TAF in an Aviation Forecast Discussion (AvnFD).
7. Ensure a TAF is consistent with previous TAFs or other products issued by both local offices and national centers.
8. Be able to run an effective weather watch by identifying beforehand when a TAF update is warranted.
9. Show the ability to update proactively, rather than in a reactive fashion.
10. Identify when coordination is necessary for the TAF and with whom it should be conducted.
Estimated time to complete: 2 h
Unit 2 WES Convective Case:
Consists of 2 DVDs, a CD, and the simulation guide sent to each FO, CWSU, and each region's headquarters. The case has 4 simulations, each of which takes 30-60 minutes to complete. It is not necessary to complete all simulations in a single sitting. AVNFPS, WESSL, and D2D are all available during each simulation. If you have questions, go to the WES 8.1 webpage http://www.wdtb.noaa.gov/tools/wes/wes81.htm or email Mark Sessing (Mark.L.Sessing@noaa.gov).
NOTE TO NWS and other NOAA EMPLOYEES: The modules in this course are available in the NWS Learning Center (https://doc.learn.com/noaa/nws). Please access the modules in that system to get credit for this course.