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The training should be sensitive to the varying needs of a pilot population that differs widely in areas such as total flight experience, corporate experience, recency of last transition training, computer literacy, etc.
2.1 Assessment of training requirements
One of the lessons learned regarding advanced technology aircraft is that assessment of training requirements should be made when a new aircraft type is designed. Determination of the general training requirements needed to enable pilots to operate new equipment safely and efficiently should be considered an integral part of the design process. These requirements need not be -and probably should not be -very detailed. They should clearly indicate what the designer of the system believes the pilot should know in order to operate that system safely and efficiently. The next occasion to do this would be when the new type is introduced. This gives an opportunity to introduce operational changes, but any inefficient practices existing at the time of introduction will tend to endure. This is the time to appreciate and understand the manufacturers' design and operating intents, since they heavily influence training and operational issues. Those responsible for the introduction of new types, or charged with the responsibility of training development, should possess more background information with regard to the basic design philosophy than was needed in the past. This is important since most of the existing training programmes for new technology aircraft were originally developed for conventional aircraft.

2.2 Adequacy of training requirements
Careful considerations should be given to the adequacy of the transition training programme. The complexity of many of the systems may require a higher level of initial understanding and operational skill than was required with previous aircraft. The basic question is: do pilots, after completing their transition training, have sufficient skills, knowledge and understanding to operate these aircraft safely and efficiently? Although some believe that the traditional high level of manual skills will be required to a lesser extent, greater demands are placed on intellectual or mental skills due to the complexity of the systems and the environment in which they are operated. There is also evidence that routine operation of automatic modes may not provide adequate training opportunities. Flight deck observations have shown that pilots use only a few of the features available to them, because of incomplete knowledge about how to use other features. This says much about the inadequacy of the training and the complexity of the systems and modes.

2.3 Depth of training
The depth of training should ensure that pilots thoroughly understand systems interdependencies. This understanding may no longer be intuitively obvious even to highly experienced pilots. Training must provide more specific information about systems than was previously required when systems interdependencies were much less pronounced. The following examples, proposed by Jean-Jacques Speyer, with Airbus Industrie, illustrate this point:
　
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