This interview offered a compelling glimpse into how retirement can serve as a transformation rather than an endpoint, especially for professionals with a strong sense of purpose. Jim Ferrari’s journey from airline captain to flight instructor reveals how identity, learning, and mentorship remain vital in later career stages. His reflections on adapting to new technologies, mentoring younger pilots, and staying professionally engaged challenge traditional notions of retirement as withdrawal. Instead, his experience underscores how continued contribution and emotional connection to one’s field can foster a renewed sense of relevance and fulfillment.

 Interview Guide

Title: Life After Retirement: A Pilot’s Journey

 Purpose:  To explore the post-retirement experiences of a commercial airline captain who transitioned into a flight instruction role. The goal is understanding motivations, identity shifts, learning, and professional engagement in a second career.

Format: Semi-structured interview
Duration: Approximately 30–40 minutes
Participant: Jim Ferrari (Retired commercial pilot, current lead flight instructor)
Location: Home
Date: April 8, 2025

Interview Questions

1. Can you describe your professional background before retirement?
2. What was the retirement process like for you emotionally and professionally?
3. What motivated you to apply for a position at FlightSafety?
4. What is your role now, and what does a typical workday look like?
5. What do you enjoy most about your current position?
6. What challenges have you faced in transitioning to this role?
7. How have you continued to grow or learn since becoming a flight instructor?
8. How has this role changed your perspective on retirement?
9. How do you relate to younger pilots and fellow instructors?
10. What advice would you give to other retirees thinking about a second career?

Interview Transcript 

Date: April 8, 2025
Interviewer: Sara Ferrari
Interviewee: Jim Ferrari
Location: Home
Length: ~35 minutes

Purpose: To explore the experience and impact of transitioning to a flight instructor role after retirement.

 

Sara: Thanks for sitting down with me, Jim. I know you’re busy flying and teaching these days. Let’s start with your background—what did you do before retirement?

Jim: I spent most of my life in aviation. I was a commercial airline captain for nearly 5 decades. I flew worldwide, in Europe, Asia, and across the U.S. I retired right before the COVID pandemic in 2020. 

Sara: So, about two years later, you applied to FlightSafety. What pushed you to go back into aviation?

Jim: I missed it. I missed the structure, the camaraderie, and, most of all, the purpose. One day, I saw a posting for a flight instructor position at FlightSafety. I thought, “Why not?” I could still contribute, and I had decades of experience to share. I didn’t want to sit on the sidelines.

Sara: What was that transition like from captain to instructor?

Jim: It was humbling. As a captain, you’re used to being in charge and making calls. As an instructor, your role shifts—you must guide without control. Ahhhh, You have to learn to teach again, to be patient. Also, I had to get used to the idea of learning again—new aircraft systems, new simulator software, and new training models. And, of course, working with younger pilots who come from different backgrounds and think differently. The thing is, it does not travel as much, and there are fewer jet lags. hahaha

Sara: Can you describe your role now?

Jim: I’m a lead instructor and examiner. That means I not only teach pilots in the simulator and classroom, but I also help train other instructors—how to coach, assess performance, and handle different student learning styles. I work with advanced aircraft such as the Citation Longitude and Citation Ascend. Some days, I’m flying in the sim; others, I sit in on evaluations. I also travel to other training centers for updates and to help standardize instruction.

Sara: That’s impressive. What’s the most rewarding part for you?

Jim: Watching someone grow—from nervous and unsure to confident and competent. I get to play a part in that journey, especially when it’s someone transitioning to a new aircraft or a new phase in their career. It reminds me of my early days. And I’ll be honest—getting back into a jet, even as an instructor, still thrills me. It feels like home. Hahaha

Sara: Do you still fly?

Jim: Occasionally, yes. Usually, when I do contract flying,  I accompany a friend pilot or sometimes former students who now work in private aviation; it’s not the same pace as commercial flying, but it’s enough to stay sharp. And just being in the cockpit again—it’s where I feel alive.  

Sara: You said you travel a lot. What’s that like?

Jim: It keeps things fresh. I’ve been to different FlightSafety centers nationwide—sometimes for instructor upgrades to assist with client pilots who need tailored training. I like the variety. Each location has a different feel different learners. It keeps me learning, too.

Sara: Do you feel like you’re still growing professionally?

Jim: More than ever. I no longer have the pressure of airline schedules, so I have space to dig into how people learn. I’ve started reading more about instructional design adult learning theory. I want to keep evolving, not just pass on old habits. I am learning how to do what you call it. It is learning how to report to the FAA.

Sara: That’s inspiring. So, how has this job changed your view on retirement?

Jim: We have a flawed view of retirement. People treat it like an endpoint. But for me, it was a pivot. I went from “performer” to “coach.” It is like being a baseball player, and you become a coach in your retirement.  Honestly, I think this role has added years to my life in terms of health and purpose. I feel more grounded now than when I was flying 12-hour shifts across time zones.

Sara: Any challenges?

Jim: Plenty. Technology evolves fast, and some newer avionics take time to learn. However, I never stopped learning, so it’s not a big challenge. Also, working with younger pilots means earning their respect—you can’t rely just on experience. But being open, staying curious, and showing that I’m still learning helps break those barriers. Paperwork and making sure to keep the details are things that we have to be accurate about, too. 

Sara: What would you say to other retired professionals?

Jim: Don’t assume the best part of your career is behind you. There’s a lot of fulfillment in sharing what you know. Find something that challenges you. Stay active, stay learning. It doesn’t have to be flying—but whatever you choose, make sure it makes you feel useful.

Sara: Jim, thank you for this. Your journey shows that retirement doesn’t mean the end—it just means a new runway.

Jim: (laughs) That’s a good way to put it. Thanks for the conversation—it made me reflect, too.

 

Analytic Memo

Title: Reflections on Interviewing: Jim’s Journey from Retirement to Instructor Leadership

Conducting this interview gave me a deeper understanding of how post-retirement work can be an extension of a career and a transformation of identity. Initially, I approached the interview with curiosity about Jim’s motivations and day-to-day role. I didn’t expect the depth of emotion he expressed around staying useful and continuing to grow. The interview revealed how meaning, purpose, and self-worth are closely tied to one’s ability to contribute—regardless of age.

From a methodological perspective, the flow of the interview improved after I allowed more space for storytelling. I noticed that when I let Jim narrate, rather than sticking rigidly to my guide, the responses became more reflective and layered. His metaphors and imagery—like describing his post-retirement career as a “pivot” from performer to coach—emerged naturally in those unscripted moments.

I was also aware of the relational dynamics of the interviewer as his spouse. My familiarity with his career helped guide the conversation, but I had to be careful not to finish his sentences or rush past insights I thought I already knew. It reminded me that qualitative work requires active listening—even with someone close to you.

In future interviews, especially with people in transitional phases like retirement, I would include more prompts that invite emotional reflection, such as: “What surprised you most about this stage of your life?” or “How has this work changed your relationship with time?” These questions could deepen insight into how people make sense of change over time.

Page Commentary – What I Learned About the Interview Process

Title: The Power of Presence: Learning Through Interviewing

This interview taught me that good interviewing is less about perfect questions and more about creating space. Although I live with Jim and thought I knew his story, I gained new insights by listening in an intentional, structured way. He spoke not only about logistics—like training pilots or working in simulators—but about identity, purpose, and growth after retirement.

I learned that interviews are about more than information meaning-making. For Jim, becoming a flight instructor wasn’t just a job but a way to stay relevant, useful, and connected to a profession he still loves. Hearing this reminded me that career transitions—even post-retirement—are not always linear. They can be filled with uncertainty, joy, and reinvention.

From a methodological point of view, I practiced stepping back—resisting the urge to steer the story or inject my own voice. That wasn’t easy, especially with someone I know well. But doing so allowed the narrative to unfold naturally and powerfully.

I also learned that flexibility matters. While I had an interview guide, the best moments came from spontaneous follow-ups and allowing pauses. This experience has given me a greater appreciation for qualitative interviews as a collaborative process that can reveal more than either participant expected.

 

Participant Notification and Privacy Statement

Hi Jim, 

For one of my PhD class assignments, I needed to conduct or simulate an interview, so I chose to focus on your work as a flight instructor. Your experience and perspective would be exciting to reflect on.

The interview is just for academic purposes and will only be shared with my instructor and classmates in a secure, educational setting. I didn’t include any sensitive or personal details—just your insights about your job, how you got into flying, your teaching style, and what it’s like to work in aviation.

Your privacy is fully respected, and your name won’t be included in any official submission. If you’d like to read it, I’d happily show it to you.

Love,
Sara

Thematic Analysis: Life After Retirement – A Pilot’s Journey

Method
Thematic analysis was conducted following Braun and Clarke’s (2006) six-phase framework: (1) familiarization with the data, (2) generating initial codes, (3) searching for themes, (4) reviewing themes, (5) defining and naming themes, and (6) producing the final report. The goal was to interpret the meaning from a semi-structured interview with a retired commercial airline captain who transitioned into a flight instruction role.

Step 1: Familiarization
The transcript was read multiple times, with memo writing used to record initial reflections. Familiarity with the participant (a spouse) presented both advantages (access and depth) and challenges (subjectivity), which were acknowledged during interpretation.

Step 2: Initial Coding
Line-by-line coding of the transcript revealed recurrent patterns of experience, including emotional transitions, identity shifts, and reflections on intergenerational learning. Key codes included:

• Identity transformation
• Ongoing purpose
• Coaching and mentorship
• Learning new technologies
• Generational dynamics
• Professional relevance
• Redefining retirement

Step 3–4: Searching for and Reviewing Themes
Codes were reviewed and organized into preliminary categories, which were refined and consolidated through repeated review. Four final themes were developed, each supported by multiple transcript segments.

Themes

1. Retirement as a Continuation, Not a Conclusion
   Rather than viewing retirement as a withdrawal from professional life, the participant described it as a “pivot” to a new form of engagement. Teaching became a meaningful continuation of his aviation identity, allowing him to maintain structure, purpose, and involvement in a deeply valued field.
2. Redefining Identity Through Mentorship
   The shift from airline captain to instructor entailed an identity reorientation—from being in control to guiding others. The participant highlighted his fulfillment in mentoring younger pilots and helping them develop skills and confidence. This role provided emotional and professional validation in a different form.
3. Lifelong Learning and Intergenerational Exchange
   A recurring theme was the importance of staying intellectually and professionally engaged. The participant discussed adapting to new aircraft systems, simulator technologies, and instructional models. He also reflected on building trust and communicating effectively with younger colleagues.
4. Emotional Anchoring and Professional Purpose
   Flying remains a deep emotional anchor. While the pace and structure have changed, being in the cockpit—even in a simulator—evokes feelings of vitality and belonging. The participant associates his post-retirement career with continued growth, purpose, and emotional connection to a lifelong identity.

Conclusion
This thematic analysis demonstrates how retirement can function not as an end but as a professional identity transformation. The participant’s experience underscores how purpose, relevance, and emotional fulfillment can be sustained—and even deepened—through mentorship and lifelong learning in a post-retirement role.

Reference
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa