1 00:00:01,000 --> 00:00:07,480 Part two of Chapter eight of Aviation Instructor's Handbook by the FAA. This LibriVox 2 00:00:07,559 --> 00:00:13,359 recording is in the public domain Part two of chapter eight. Assessment of piloting 3 00:00:13,359 --> 00:00:19,600 ability. Assessment is an essential component of the teaching process. Determines what and 4 00:00:19,719 --> 00:00:24,679 how well a student is learning. A well designed assessment provides a student with 5 00:00:24,760 --> 00:00:30,000 something constructive upon which he or she can work or build. An assessment should 6 00:00:30,000 --> 00:00:36,280 provide direction and guidance to raise the level of performance. Students must understand the 7 00:00:36,359 --> 00:00:41,320 purpose of the assessment, otherwise they will be unlikely to accept the evaluation offered 8 00:00:41,520 --> 00:00:46,320 and little improvement will result. There are many types of assessment, but the 9 00:00:46,320 --> 00:00:53,399 flight instructor generally uses the review, Collaborative Assessment LCG, written tests, and 10 00:00:53,679 --> 00:00:59,880 performance based tests to ascertain knowledge or practical skill levels. Refer to chapter five 11 00:01:00,159 --> 00:01:03,200 for an in depth discussion of the types of assessment available to the flight instructor. 12 00:01:04,560 --> 00:01:10,000 An assessment can also be used as a tool for reteaching, although not 13 00:01:10,079 --> 00:01:15,159 all assessments lend themselves to reteaching. The instructor should be alert to the possibility 14 00:01:15,400 --> 00:01:19,120 and take advantage of the opportunity when it arises. In assessing the ability of 15 00:01:19,120 --> 00:01:23,920 a student. The instructor initially determines if he or she understands the procedure or 16 00:01:25,000 --> 00:01:30,439 maneuver. Then the instructor demonstrates the maneuver, allows the student to practice the 17 00:01:30,439 --> 00:01:38,319 maneuver under direction, and finally evaluates a student accomplishment by observing the performance demonstrated 18 00:01:38,400 --> 00:01:44,879 ability. Assessment of demonstrated ability during flight instruction must be based upon established standards 19 00:01:44,879 --> 00:01:49,480 of performance, suitably modified to apply the students experience and stage of development as 20 00:01:49,519 --> 00:01:55,599 a pilot. The assessment must consider these students mastery of the elements involved in 21 00:01:55,640 --> 00:02:00,079 the maneuver, rather than merely the overall performance. Order for a student to 22 00:02:00,120 --> 00:02:05,359 be signed off for a solo flight, the CFI must determine that the student 23 00:02:05,480 --> 00:02:09,919 is qualified and proficient in the flight tasks necessary for the flight. The CFI 24 00:02:10,039 --> 00:02:15,919 bases this assessment on the student's ability to demonstrate consistent proficiency on a number of 25 00:02:15,960 --> 00:02:23,319 flight maneuvers also associated with pilot skill evaluations during flight training or the stage checks 26 00:02:23,319 --> 00:02:30,960 conducted in FAA approved school courses and their practical tests for pilot certificates and ratings 27 00:02:31,280 --> 00:02:38,280 postflight evaluation. In assessing piloting ability, it is important for the flight instructor 28 00:02:38,319 --> 00:02:42,800 to keep the student informed of progress. This may be done as each procedure 29 00:02:42,879 --> 00:02:49,400 or maneuver is completed or summarized during the postflight critiques. Postflight critiques should be 30 00:02:49,400 --> 00:02:53,360 in a written format, such as notes to aid the flight instructor in covering 31 00:02:53,400 --> 00:02:58,439 all areas that were noticed during the flight or lesson. Traditionally, flight instructors 32 00:02:58,479 --> 00:03:02,680 explained errors in performance, pointed out elements in which the deficiencies were believed to 33 00:03:02,719 --> 00:03:09,199 have originated, and, if possible, suggested appropriate corrective measures. Traditional assessment 34 00:03:09,240 --> 00:03:15,319 depends on a grading scale of excellent, good fare, poor or exceeds standards, 35 00:03:15,439 --> 00:03:21,080 meets standards, needs more training, which often meets the instructor's needs but 36 00:03:21,199 --> 00:03:25,360 not the needs of the student. With the advent of SPT, collaborative assessment 37 00:03:25,439 --> 00:03:30,479 is used whenever the student has completed a scenario. As discussed in chapters four 38 00:03:30,479 --> 00:03:37,960 and five, SBT uses a highly structured script of real world experiences to address 39 00:03:38,039 --> 00:03:45,639 aviation training objectives in an operational environment during the post flight evaluation. Collaborative assessment 40 00:03:45,840 --> 00:03:51,759 is used to evaluate whether certain learning criteria were met during the SPT. Collaborative 41 00:03:51,800 --> 00:03:58,759 assessment includes learner self assessment and a detailed assessment by the aviation instructor. The 42 00:03:58,840 --> 00:04:02,599 purpose of the self assess is to stimulate growth in the learner's thought processes and 43 00:04:02,759 --> 00:04:08,759 in turn behaviors. The self assessment is followed by an in depth discussion between 44 00:04:08,759 --> 00:04:14,240 the instructor and the student which compares the instructor's assessment to the student's self assessment 45 00:04:15,560 --> 00:04:19,560 first solo flight. During the student's first solo flight, the instructor must be 46 00:04:19,560 --> 00:04:25,439 present to assist in answering questions or resolving any issues that arise during the flight 47 00:04:26,439 --> 00:04:30,720 to ensure the solo flight is a positive confidence building experience for the student. 48 00:04:30,079 --> 00:04:35,040 The flight instructor needs to consider time of day when scheduling the flight. Time 49 00:04:35,040 --> 00:04:40,439 of day is a factor in traffic congestion, possible winds, sun angles, 50 00:04:40,519 --> 00:04:46,160 and reflection if possible. The flight instructure needs access to a portable radio during 51 00:04:46,199 --> 00:04:51,959 any supervised solo operations. A radio enables the instructor determinate the solo operation if 52 00:04:53,000 --> 00:04:58,360 he or she observes a situation developing. The flight instructor must use good judgment 53 00:04:58,439 --> 00:05:03,160 when communicating with a solo student. Keep all radio communications to a minimum to 54 00:05:03,199 --> 00:05:10,160 not talk to the student on short final of the landing approach post solo debriefing. 55 00:05:10,879 --> 00:05:15,360 During a post solo debriefing, the flight instructor discusses what took place during 56 00:05:15,399 --> 00:05:18,720 the student's solo flight. It is important for the flight instructor to answer any 57 00:05:18,800 --> 00:05:24,560 questions the student may have as a result of a solo flight. Instructors need 58 00:05:24,600 --> 00:05:29,040 to be involved in all aspects of the flight to ensure the student utilizes correct 59 00:05:29,079 --> 00:05:33,000 flight procedures. It is very important for the flight instructor to debrief a student 60 00:05:33,040 --> 00:05:38,720 immediately after a solo flight. With a flight vividly etched in the student's memory, 61 00:05:38,879 --> 00:05:45,160 questions about the flight will come quickly correction of student errors. Correction of 62 00:05:45,199 --> 00:05:48,800 student errors should not include the practice of immediately taking the controls away when a 63 00:05:48,839 --> 00:05:55,720 mistake is made safety permitting, it is frequently better to let students progress part 64 00:05:55,759 --> 00:05:59,560 of the way into the mistake and find a way out. For example, 65 00:06:00,000 --> 00:06:02,920 a weight shift to control aircraft, the control bar is moved right to turn 66 00:06:03,040 --> 00:06:08,319 left, A student may show an initial tendency to move the bar in the 67 00:06:08,360 --> 00:06:13,120 direction of the desired turn. This tendency will dissipate with time, but allowing 68 00:06:13,160 --> 00:06:16,160 the student to see the effect of his or her control input is a valuable 69 00:06:16,199 --> 00:06:21,040 aid in illustrating the stability of the aircraft. It is difficult for the students 70 00:06:21,279 --> 00:06:26,519 to learn a maneuver properly if they seldom have the opportunity to correct an error. 71 00:06:27,439 --> 00:06:30,720 On the other hand, students may perform a procedure or maneuver correctly and 72 00:06:30,839 --> 00:06:35,879 not fully understand the principles or objectives involved. When the instructor suspects this, 73 00:06:36,399 --> 00:06:41,680 students should be required to vary the performance of the maneuver, slightly, combine 74 00:06:41,680 --> 00:06:46,720 it with other operations, or apply the same elements to the performance of other 75 00:06:46,759 --> 00:06:51,560 maneuvers. Students who do not understand the principles involved will probably not be able 76 00:06:51,680 --> 00:07:00,959 to do this successfully. Pilot supervision flight instructors have the responsibility to provide guidance 77 00:07:00,000 --> 00:07:04,959 and restraint with respect to the solo operations of their students. This is by 78 00:07:05,000 --> 00:07:11,759 far the most important flight instructor responsibility. The flight instructor is the only person 79 00:07:11,839 --> 00:07:15,800 in a position to make the determination a student is ready for solo operations. 80 00:07:15,560 --> 00:07:20,040 Before endorsing a student for solo flight, the instructor should require the student to 81 00:07:20,079 --> 00:07:27,879 demonstrate consistent ability to perform all of the fundamental maneuvers dealing with normal challenges. 82 00:07:28,800 --> 00:07:33,839 Instructors should teach students how to solve ordinary problems encountered during flight traffic pattern, 83 00:07:33,879 --> 00:07:39,759 congestion, change, an active runway, or unexpected crosswinds, or a challenge 84 00:07:39,800 --> 00:07:47,439 the student masters individually before being able to perform them collectively. Visualization SPT lends 85 00:07:47,439 --> 00:07:53,920 itself well to visualization techniques. For example, have a student visualize how the 86 00:07:53,959 --> 00:07:58,680 flight may occur under normal circumstances, with the student describing how he or she 87 00:07:58,800 --> 00:08:03,360 would fly the flight. Then the instructor adds unforeseen circumstances, such as a 88 00:08:03,360 --> 00:08:09,439 sudden change in weather that brings excessive winds during final approach. Other examples of 89 00:08:09,600 --> 00:08:16,519 SPT can have the instructor adding undesired landing sites for balloon student pilots, rope 90 00:08:16,560 --> 00:08:22,639 brakes for glider students, and radio outages for instrument airplane students. Now, 91 00:08:22,639 --> 00:08:28,000 the student must visualize how he or she will handle the unexpected change. During 92 00:08:28,000 --> 00:08:33,200 this visualization, the flight instructor can ask questions to check the students thought processes. 93 00:08:33,720 --> 00:08:37,279 The job of the instructor is to challenge the student with realistic flying situations 94 00:08:37,320 --> 00:08:46,799 without overburdening him or her with unrealistic scenarios. Practice landings. The FAA recommends 95 00:08:46,919 --> 00:08:50,519 that in all student flights involving landing in an aircraft, the flight instructor should 96 00:08:50,519 --> 00:08:56,200 teach a full stop landing. Full stop landings help the student develop aircraft control 97 00:08:56,320 --> 00:09:03,639 and checklist usage. Aircraft speed and control take precedence over all other actions during 98 00:09:03,720 --> 00:09:09,480 landings and takeoffs. Stress landing in the first third of the runway to ensure 99 00:09:09,519 --> 00:09:13,720 there is stopping distance for the aircraft. If the student is unable to land 100 00:09:13,759 --> 00:09:16,799 in the first third, teach him or her to make an immediate go around. 101 00:09:18,440 --> 00:09:22,240 If the student bounces an airplane on landing, teach the student to make 102 00:09:22,240 --> 00:09:26,080 an immediate go around. By following these teaching guidelines, the student is better 103 00:09:26,080 --> 00:09:33,440 equipped to properly execute landings when he or she solos. Furthermore, by requiring 104 00:09:33,440 --> 00:09:37,279 the first solo flight to consist of landings to a full stop, the flight 105 00:09:37,320 --> 00:09:41,840 instructor has the opportunity to stop the flight if necessary. In gliders, a 106 00:09:41,919 --> 00:09:46,519 low energy landing is the most desirable based on current winds. This helps the 107 00:09:46,519 --> 00:09:52,240 student develop good off field landing techniques. This is dependent on current weather such 108 00:09:52,279 --> 00:10:00,879 as excess winds, including crosswinds. Practical test recommendations vision is made on the 109 00:10:00,919 --> 00:10:07,360 Airman Certificate or Rating Application form for the written recommendation of the flight instructor who 110 00:10:07,399 --> 00:10:13,679 has prepared the applicant for the practical test involved. Signing this recommendation imposes a 111 00:10:13,759 --> 00:10:18,879 serious responsibility on the flight instructor. A flight instructor who makes a practical test 112 00:10:18,000 --> 00:10:24,559 recommendation for an applicant seeking a certificate or rating should require the applicant to demonstrate 113 00:10:24,639 --> 00:10:31,679 thoroughly the knowledge and skill level required for that certificate or rating. This demonstration 114 00:10:31,799 --> 00:10:35,960 should, no instance be less than the complete procedure prescribed in the applicable pts. 115 00:10:37,960 --> 00:10:41,399 When the instructor endorses the applicant for the practical test, his or her 116 00:10:41,440 --> 00:10:48,960 signature on the FAA Form eighty seven to ten DASH one Airman Certificate and or 117 00:10:48,200 --> 00:10:54,360 Rating Application is valid for sixty days. This is also true with a flight 118 00:10:54,399 --> 00:11:00,960 proficiency endorsement that is placed in the applicant's log book or training record Advisory Circular 119 00:11:01,200 --> 00:11:05,360 AC sixty one DISH sixty five. These two dates should be the same. 120 00:11:07,519 --> 00:11:13,440 Completion of prerequisites for a practical test is another instructor task that must be documented 121 00:11:13,480 --> 00:11:18,720 properly. Examples of all common endorsements can be found in the current issue of 122 00:11:18,120 --> 00:11:26,480 AC sixty one DISH sixty five Appendix one. This appendix also includes references to 123 00:11:26,480 --> 00:11:33,480 fourteen CFR Part sixty one Certification Pilots, Flight Instructors, and Ground Instructors for 124 00:11:33,639 --> 00:11:39,919 more details concerning the requirements that must be met to qualify for each respective endorsement. 125 00:11:39,960 --> 00:11:45,279 The examples shown contain the essential elements of each endorsement. It is not 126 00:11:45,360 --> 00:11:50,080 mandatory, but recommended for all endorsements to be worded exactly as those in the 127 00:11:50,080 --> 00:11:56,200 AC. For example, changes to regulatory requirements may affect the wording, or 128 00:11:56,279 --> 00:12:01,360 the instructor may customize the endorsement for any special custances of the applicant. However, 129 00:12:01,480 --> 00:12:07,600 at a minimum, the instructors needs to cite the appropriate fourteen CFR Part 130 00:12:07,720 --> 00:12:13,399 sixty one section that has been completed. FAA inspectors and dpees rely on flight 131 00:12:13,440 --> 00:12:20,840 instructure recommendations as evidence of qualification for certification and proof that a review has been 132 00:12:20,840 --> 00:12:24,080 given of the subject areas found to be deficient on the appropriate knowledge test. 133 00:12:24,960 --> 00:12:31,759 Recommendations also provide assurance that the applicant has been thoroughly briefed on the PTS and 134 00:12:31,799 --> 00:12:37,480 the associated knowledge areas. Maneuvers and procedures. If the flight instructor has trained 135 00:12:37,519 --> 00:12:41,960 and prepared the applicant competently, the applicant should have no problem passing the practical 136 00:12:43,000 --> 00:12:46,559 test. A flight instructor who fails to ensure a student meets the requirements of 137 00:12:46,600 --> 00:12:54,720 regulations prior to endorsing solo flight or additional rating exhibits a serious deficiency in performance. 138 00:12:54,240 --> 00:13:00,519 The FAA holds him or her accountable. Providing a solo endorsement for a 139 00:13:00,600 --> 00:13:05,759 student who is not fully prepared to accept the responsibility of solo flight operations, 140 00:13:05,919 --> 00:13:09,519 or providing an endorsement for an additional rating to a pilot not meeting the appropriate 141 00:13:09,559 --> 00:13:16,960 regulatory requirements is also a breach of faith with the applicant. Aeronautical decision making, 142 00:13:16,759 --> 00:13:22,840 as discussed on page eight Dash two, aviation training and flight operations are 143 00:13:22,879 --> 00:13:28,360 now seen as a system rather than individual concepts. The goal of system safety 144 00:13:28,840 --> 00:13:35,919 is for pilots to utilize all four concepts ADM, risk management, situational awareness, 145 00:13:35,120 --> 00:13:39,799 and SRM so that risk can be reduced to the lowest possible level. 146 00:13:41,600 --> 00:13:46,759 ADM is a systematic approach to the mental process used by aircraft pilots to consistently 147 00:13:46,799 --> 00:13:50,799 determine the best course of action in response to a given set of circumstances. 148 00:13:52,720 --> 00:13:58,159 Risk management is a decision making process designed to systematically identify hazards, assess the 149 00:13:58,240 --> 00:14:03,080 degree of risk, and determine the best course of action associated with each flight. 150 00:14:03,960 --> 00:14:09,440 Situational awareness is the accurate perception and understanding of all the factors and conditions 151 00:14:09,759 --> 00:14:16,320 within the four fundamental risk elements that affect safety before, during, and after 152 00:14:16,360 --> 00:14:20,879 the flight. SRM is the art and science of managing all resources, both 153 00:14:22,000 --> 00:14:26,559 on board the aircraft and from outside sources, available to a single pilot prior 154 00:14:26,639 --> 00:14:33,600 and during flight to ensure the successful outcome of the flight. These key principles 155 00:14:33,639 --> 00:14:41,120 are often collectively called ADM. The importance of teaching students affective ADM skills cannot 156 00:14:41,120 --> 00:14:46,240 be over emphasized. While progress is continually being made in the advancement of pilot 157 00:14:46,279 --> 00:14:52,320 training methods, aircraft equipment, and systems and services for pilots, accidents still 158 00:14:52,320 --> 00:14:58,879 occur. Despite all the changes in technology to improve flight safety, one factor 159 00:14:58,919 --> 00:15:03,799 remains the same, the human factor. It is estimated that approximately eighty percent 160 00:15:03,879 --> 00:15:09,559 of all aviation accidents are human factors related. By taking a system approach to 161 00:15:09,639 --> 00:15:16,440 aviation safety. Flight instructors interweave aeronautical knowledge, aircraft control skills, eight a 162 00:15:16,679 --> 00:15:22,960 M, risk management, situational awareness, and SRM into the training process. 163 00:15:22,879 --> 00:15:28,519 Historically, the term pilot error has been used to describe the cause of these 164 00:15:28,559 --> 00:15:33,320 accidents. Pilot error means that an action or decision made by the pilot was 165 00:15:33,360 --> 00:15:37,919 the cause of or contributing factor to the accident. This definition also includes the 166 00:15:37,960 --> 00:15:43,879 pilot's failure to make a decision or take action. From a broader perspective, 167 00:15:43,080 --> 00:15:48,759 the phrase human factors related more actively describes these accidents, since it is usually 168 00:15:48,759 --> 00:15:52,320 not a single decision that leads to an accident, but a chain of events 169 00:15:52,360 --> 00:15:58,360 triggered by a number of factors. The poor judgment chain or the error chain 170 00:15:58,919 --> 00:16:04,480 describes this concept of contributing factors in a human factors related accident. Breaking one 171 00:16:04,519 --> 00:16:08,399 link in the chain is all that is usually necessary to change the outcome of 172 00:16:08,399 --> 00:16:14,519 a sequence of events. The best way to illustrate this concept to students is 173 00:16:14,559 --> 00:16:19,519 to discuss specific situations that lead to aircraft accidents or incidents. The following is 174 00:16:19,519 --> 00:16:23,440 an example of the type of scenario that could be presented to illustrate the poor 175 00:16:23,559 --> 00:16:29,519 judgment chain. A private pilot with one hundred hours of flight time made a 176 00:16:29,559 --> 00:16:33,720 precautionary landing on a narrow dirt runway at a private airport. The pilot lost 177 00:16:33,720 --> 00:16:38,879 directional control during landing and swerved off the runway into the grass. A witness 178 00:16:38,919 --> 00:16:44,799 recalled later that the aircraft appeared to be too high and fast on final approach, 179 00:16:45,200 --> 00:16:48,720 and speculated the pilot was having difficulty controlling the aircraft in high winds. 180 00:16:49,759 --> 00:16:55,200 The weather at the time of the incident was reported as marginal VFR due to 181 00:16:55,360 --> 00:17:00,919 rain showers and thunderstorms. When the aircraft was fueled the following morning, sixty 182 00:17:00,919 --> 00:17:04,960 gallons of fuel were required to fill the sixty two gallon capacity tanks. But 183 00:17:06,119 --> 00:17:10,920 discussing the events that led to this incident, instructors can help students understand how 184 00:17:10,960 --> 00:17:15,839 a series of judgmental errors contributed to the final outcome of this flight weather decision. 185 00:17:17,279 --> 00:17:19,799 On the morning of the flight, the pilot was running late and having 186 00:17:19,799 --> 00:17:23,799 acquired a computer print out of the forecast the night before, he did not 187 00:17:23,880 --> 00:17:30,160 obtain a briefing from flight services before his departure. Flight planning decision slash performance 188 00:17:30,240 --> 00:17:36,400 chart. The pilot calculated total fuel requirements for the trip based on a rule 189 00:17:36,440 --> 00:17:40,799 of thumb figure he had used previously for another airplane. He did not use 190 00:17:40,799 --> 00:17:45,000 the fuel tables printed to the Pilot's Operating Handbook POH for the aircraft who was 191 00:17:45,039 --> 00:17:49,839 flying on this trip. After reaching his destination, this pilot did not request 192 00:17:49,960 --> 00:17:56,039 refueling based on his original calculations. He believed sufficient fuel remained for the flight 193 00:17:56,119 --> 00:18:04,119 home. Fatigue slash failures recognized personal limitations. In the presence of deteriorating weather, 194 00:18:04,519 --> 00:18:08,400 the pilot departed for the flight home at five PM. He did not 195 00:18:08,480 --> 00:18:15,640 consider how fatigue and lack of extensive knife flying experience could affect the flight fuel 196 00:18:15,680 --> 00:18:19,599 exhaustion. With the aircraft fuel almost exhausted, the pilot no longer had the 197 00:18:19,599 --> 00:18:25,920 option of diverting to avoid rapidly developing thunderstorms. He was forced to land at 198 00:18:25,920 --> 00:18:30,119 the nearest air field available. On numerous occasions during the flight, the pilot 199 00:18:30,119 --> 00:18:34,720 could have made decisions which might have prevented this incident. However, as the 200 00:18:34,799 --> 00:18:40,240 chain of events unfolded, each poor decision left him with fewer and fewer options. 201 00:18:40,880 --> 00:18:44,519 On the positive side, the pilot made a precautionary landing at a time 202 00:18:44,519 --> 00:18:49,440 and place of his choosing VFR into IMC. Accidents often lead to fatalities. 203 00:18:49,680 --> 00:18:53,000 In this case, the pilot landed at his aircraft without loss of life. 204 00:18:53,920 --> 00:19:00,680 Teaching pilots to make sound decisions is the key to preventing accidents. Additional pilot 205 00:19:00,680 --> 00:19:06,839 instruction has emphasized flying skills, knowledge of the aircraft, and familiarity with regulations. 206 00:19:07,519 --> 00:19:11,000 ADM training focuses on the decision making process and the factors that affect a 207 00:19:11,000 --> 00:19:17,839 pilot's ability to make effective choices. Timely decision making is an important tool for 208 00:19:17,880 --> 00:19:22,599 any pilot. The student who hesitates when prompt action is required, or who 209 00:19:22,599 --> 00:19:26,400 makes the decision to not decide, has made a wrong decision. Sometimes, 210 00:19:26,759 --> 00:19:32,880 sound ADM calls for going against procedure. For example, in the event of 211 00:19:32,880 --> 00:19:37,599 an engine fire, the pilot initiates an emergency descent. Some pohs call for 212 00:19:37,640 --> 00:19:41,559 a mixture to be enriched during an emergency descent, but what if the power 213 00:19:41,599 --> 00:19:47,599 plant is engulfed in flames. Emergencies require the pilot to think, assess the 214 00:19:47,720 --> 00:19:52,279 situation, choose and execute the actions that assure safety, not act in a 215 00:19:52,359 --> 00:19:57,359 rote manner. It is important for flight instructors to teach students that Declaring an 216 00:19:57,359 --> 00:20:03,119 emergency when one occurs is an appropriate reaction. Once an emergency is declared, 217 00:20:03,240 --> 00:20:11,079 Air Traffic Control ATC gives the pilot priority handling fourteen CFR Section ninety one point 218 00:20:11,119 --> 00:20:18,200 three Responsibility and Authority of the Pilot in Command states that in an in flight 219 00:20:18,279 --> 00:20:22,480 emergency requiring immediate action, the pilot in command may deviate from any rule of 220 00:20:22,519 --> 00:20:29,200 this part to the extent required to meet that emergency. Flight instructors should incorporate 221 00:20:29,279 --> 00:20:36,359 ADM risk management, situational awareness, and SRM throughout the entire training course for 222 00:20:36,440 --> 00:20:44,759 all levels of students. AC sixty twenty two Aeronautical Decision Making provides background references, 223 00:20:44,799 --> 00:20:51,359 definitions, and other information about ADM training in the GA environment. Figure 224 00:20:51,400 --> 00:20:57,160 eight Dash seven The decision making process. An understanding of the decision making process 225 00:20:57,519 --> 00:21:04,440 provides students with a foundation for developing ATM skills. Some situations, such as 226 00:21:04,480 --> 00:21:11,759 engine failures, require pilot to respond immediately using established procedures with little time for 227 00:21:11,839 --> 00:21:18,440 detailed analysis. Traditionally, pilots have been well trained to react to emergencies, 228 00:21:18,799 --> 00:21:22,680 but are not as well prepared to make decisions which require a more reflective response. 229 00:21:23,640 --> 00:21:27,319 Typically during a flight. The pilot has time to examine any changes that 230 00:21:27,359 --> 00:21:33,680 occur, gather information, and assess risk before reaching a decision. The steps 231 00:21:33,839 --> 00:21:41,319 leading to this conclusion constitute the decision making process. When the decision making process 232 00:21:41,440 --> 00:21:45,680 is presented to students, it is essential to discuss how the process applies to 233 00:21:45,720 --> 00:21:49,920 an actual flight situation. To explain the decision making process, the instructor can 234 00:21:51,000 --> 00:21:56,240 introduce the following steps with the accompanying scenario that places the students in the position 235 00:21:56,279 --> 00:22:02,200 of making a decision about a typical flight situation. Defining the problem. The 236 00:22:02,279 --> 00:22:07,240 first step in the decision making process is to define the problem. This begins 237 00:22:07,240 --> 00:22:11,200 with recognizing that a change has occurred or that an expected change did not occur. 238 00:22:12,079 --> 00:22:17,640 A problem is perceived first by the senses and then is distinguished through insight 239 00:22:17,720 --> 00:22:22,039 and experience. These same abilities, as well as an objective analysis of all 240 00:22:22,079 --> 00:22:27,200 available information, are used to determine the exact nature and severity of the problem. 241 00:22:29,440 --> 00:22:33,799 One critical error that can be made during the decision making process is incorrectly 242 00:22:33,920 --> 00:22:38,400 defining the problem. For example, failure of a landing gear extended light to 243 00:22:38,440 --> 00:22:44,079 illuminate could indicate that the gear is not down and locked into place, or 244 00:22:44,279 --> 00:22:47,759 it could mean that the bulb is burned out. The actions to be taken 245 00:22:47,799 --> 00:22:52,799 in each of these circumstances would be significantly different. Fixating on a problem that 246 00:22:52,880 --> 00:22:57,079 does not exist can divert the pilot's attention from important tasks. The pilot's failure 247 00:22:57,119 --> 00:23:02,880 to maintain an awareness of the circumstances regarding the flight now becomes the problem. 248 00:23:03,640 --> 00:23:07,039 That is why, once an initial assumption is made regarding the problem, other 249 00:23:07,119 --> 00:23:12,519 sources must be used to verify the pilot's conclusion is correct. While on a 250 00:23:12,519 --> 00:23:18,640 cross country flight, Brenda discovers her time and route between two checkpoints is significantly 251 00:23:18,680 --> 00:23:22,480 longer than the time she originally calculated. By noticing this discrepancy, she is 252 00:23:22,519 --> 00:23:27,680 recognized a change. Based on insight cross country, a flying experience, and 253 00:23:29,000 --> 00:23:33,240 knowledge of weather systems, she considers the possibility that she has an increased headwind. 254 00:23:34,039 --> 00:23:38,680 She verifies that the original calculations are correct, and considers factors that may 255 00:23:38,680 --> 00:23:44,640 have lengthened the time between checkpoints, such as a climb or deviation off course. 256 00:23:45,480 --> 00:23:48,920 To determine if there is a change in the winds aloft forecast, and 257 00:23:48,039 --> 00:23:53,839 to check recent pilot reports, she contacts a flight watch after Weighing each information 258 00:23:53,880 --> 00:23:59,759 source, she concludes that the headwind has increased. To determine the severity of 259 00:23:59,759 --> 00:24:06,160 the problem, she calculates a new ground speed and reassesses fuel requirements choosing a 260 00:24:06,200 --> 00:24:11,000 course of action. After the problem has been identified, the pilot evaluates the 261 00:24:11,039 --> 00:24:14,880 need to react to it and determines the actions that may be taken to resolve 262 00:24:14,880 --> 00:24:19,119 the situation in the time available. The expected outcome of each possible action should 263 00:24:19,160 --> 00:24:25,119 be considered and the risks assessed before the pilot decides on a response to the 264 00:24:25,200 --> 00:24:30,640 situation. Brenda determines the fuel burn if she continues to her destination and considers 265 00:24:30,680 --> 00:24:37,160 other options turning around and landing at a nearby airport, diverting off course, 266 00:24:37,839 --> 00:24:41,680 or landing prior to her destination at an airport and route. She considers the 267 00:24:41,759 --> 00:24:48,519 expected outcome of each possible action and assesses the risks involved. After studying the 268 00:24:48,640 --> 00:24:52,559 chart, she concludes there is an airport which has refueling services within a reasonable 269 00:24:52,599 --> 00:24:59,160 distance along her route. She can refuel there and continue to her destination without 270 00:24:59,240 --> 00:25:04,920 a significant law of time implementing the decision and evaluating the outcome. Although a 271 00:25:04,960 --> 00:25:10,400 decision may be reached and a course of action implemented, the decision making process 272 00:25:10,559 --> 00:25:14,480 is not complete. It is important to think ahead and determine how the decision 273 00:25:14,519 --> 00:25:18,119 could affect other phases of the flight. As the flight progresses, the pilot 274 00:25:18,200 --> 00:25:23,119 must continue to evaluate the outcome of the decision to ensure that it is producing 275 00:25:23,200 --> 00:25:29,720 the desired result. To implement her decision, Brenda plots the course changes and 276 00:25:29,880 --> 00:25:36,519 calculates a new estimated time of arrival. She also contacts the nearest AFSS to 277 00:25:36,559 --> 00:25:41,640 amend her flight planned and check weather conditions at the new destination. As she 278 00:25:41,720 --> 00:25:45,519 proceeds to the airport, she continues to monitor ground speed, aircraft performance, 279 00:25:45,640 --> 00:25:51,559 and weather conditions to ensure no additional steps need to be taken. To guarantee 280 00:25:51,559 --> 00:25:56,279 the safety of the flight. Factors affecting decision making. It is important to 281 00:25:56,319 --> 00:26:02,039 stress to a student that being familiar with the decision making process does not ensure 282 00:26:02,400 --> 00:26:06,880 he or she has the good judgment to be a safe pilot. The ability 283 00:26:06,960 --> 00:26:14,279 to make effective decisions as PC depends on a number of factors. Some circumstances, 284 00:26:14,319 --> 00:26:18,480 such as the time available to make a decision, maybe beyond the pilot's 285 00:26:18,480 --> 00:26:22,880 control. However, a pilot can learn to recognize these factors that can be 286 00:26:22,960 --> 00:26:30,079 managed, and learn skills to improve decision making ability and judgment recognizing hazardous attitudes. 287 00:26:30,880 --> 00:26:36,480 While the ADM process does not eliminate errors, it helps the pilot recognize 288 00:26:36,599 --> 00:26:41,920 errors and in turn enables the pilot to manage the error to minimize its effects. 289 00:26:41,680 --> 00:26:48,559 Two steps to improve flight safety are identifying personal attitudes hazardous to flight safety 290 00:26:48,000 --> 00:26:55,599 and learning behavior modification techniques. Flight instructors must be able to spot hazardous attitudes 291 00:26:55,640 --> 00:27:00,240 in a student because the recognition of hazardous thoughts is the first step toward neutralizing 292 00:27:00,279 --> 00:27:06,680 them see if I's should keep in mind that being fit to fly depends on 293 00:27:06,759 --> 00:27:12,480 more than just pilot's physical condition and recency of experience. Hazardous attitudes contribute to 294 00:27:12,519 --> 00:27:18,960 poor pilot judgment and affect the quality of decisions. Attitude can be defined as 295 00:27:18,000 --> 00:27:23,759 a personal motivational predisposition to respond to persons, situations, or events in a 296 00:27:23,799 --> 00:27:30,839 given manner. Studies have identified five hazardous attitudes that can affect a pilot's ability 297 00:27:30,319 --> 00:27:37,480 to make sound decisions and exercise authority properly. Figure eight Dash eight. Figure 298 00:27:37,559 --> 00:27:41,839 eight Dash eight text. Pilots should examine their decisions carefully to ensure that their 299 00:27:41,920 --> 00:27:48,880 choices have not been influenced by a hazardous attitude. The five hazardous attitudes anti 300 00:27:48,880 --> 00:27:53,720 authority, don't tell me. This attitude is found in people who do not 301 00:27:53,839 --> 00:27:57,000 like anyone telling them what to do. In a sense, they are saying, 302 00:27:57,440 --> 00:28:00,440 no one can tell me what to do. They may be resentful of 303 00:28:00,480 --> 00:28:04,720 having someone tell them what to do, or may regard rules, regulations, 304 00:28:04,759 --> 00:28:11,359 and procedures as silly or unnecessary. However, it is always pilot prerogative to 305 00:28:11,440 --> 00:28:15,359 question authority. If it seems to be an error. In pulsivity, do 306 00:28:15,440 --> 00:28:19,759 it quickly. This is the attitude of people who frequently feel the need to 307 00:28:19,759 --> 00:28:25,039 do something anything immediately. They do not stop to think about what they are 308 00:28:25,039 --> 00:28:29,119 about to do, They do not select the best alternative, and they do 309 00:28:29,160 --> 00:28:33,519 the first thing that comes to mind. In vulnerability, it won't happen to 310 00:28:33,559 --> 00:28:37,119 me. Many people believe that accidents happen to others, but never to them. 311 00:28:37,640 --> 00:28:41,960 They know accidents can happen, and they know that anyone can be affected, 312 00:28:41,440 --> 00:28:45,400 they never really feel or believe that they will be personally involved. People 313 00:28:45,440 --> 00:28:51,880 who think this way are more likely to take chances and increase risk. Macho 314 00:28:52,279 --> 00:28:56,119 I can do it. Pilots who are always trying to prove that they are 315 00:28:56,160 --> 00:29:00,279 better than anyone else are thinking, I can do it, I'll show them. 316 00:29:00,039 --> 00:29:04,480 Pilots with this type of attitude will try to prove themselves by taking risks 317 00:29:04,599 --> 00:29:08,559 in order to impress others. While this pattern is thought to be a male 318 00:29:08,680 --> 00:29:17,920 characteristic, women are equally susceptible resignation what's the use? Pilots who think what's 319 00:29:17,960 --> 00:29:21,480 the use do not see themselves as being able to make a great deal of 320 00:29:21,480 --> 00:29:25,359 difference in what happens to them. When things go well, the pilot is 321 00:29:25,359 --> 00:29:27,880 apt to think that it is good luck. When things go badly, the 322 00:29:27,960 --> 00:29:32,720 pilot may feel that someone is out to get me or attribute it to bad 323 00:29:32,799 --> 00:29:36,599 luck. The pilot will leave the action to others for better or worse. 324 00:29:37,400 --> 00:29:41,160 Sometimes such pilots will even go along with unreasonable requests just to be a nice 325 00:29:41,200 --> 00:29:47,720 guy. And to figure eight eight text, In order for a student to 326 00:29:47,759 --> 00:29:52,759 self examined behaviors during flight, he or she must be taught the potential risks 327 00:29:52,960 --> 00:29:59,119 caused from hazardous attitudes, and more importantly, the antidote for each figure eight 328 00:29:59,160 --> 00:30:03,200 dash nine. For example, if a student has an easy time with flight, 329 00:30:03,240 --> 00:30:07,920 training and seems to understand things very quickly. There may be a potential 330 00:30:07,000 --> 00:30:14,079 for that student to have a macho hazardous attitude. A successful c FI points 331 00:30:14,079 --> 00:30:18,079 out the potential for the behavior and teaches the student the antidote for that attitude. 332 00:30:18,480 --> 00:30:23,960 Hazardous attitudes need to be noticed immediately and corrected with a proper antidote to 333 00:30:23,960 --> 00:30:30,160 minimize the potential for any flight hazard. The Year eight Dash nine text. 334 00:30:30,039 --> 00:30:36,759 Students in training can be asked to identify hazardous attitudes and the corresponding antidotes when 335 00:30:36,799 --> 00:30:44,640 presented with flight scenarios. Hazardous attitude macho Steve often brags to his friends about 336 00:30:44,640 --> 00:30:48,880 his skills as a pilot and how close to the ground he flies. During 337 00:30:48,880 --> 00:30:52,039 a local pleasure flight in a single engine airplane, he decides to buzz some 338 00:30:52,079 --> 00:30:59,960 friends of barbecuing at a nearby park. Antidote Taking chances is foolish. Hazard 339 00:31:00,200 --> 00:31:04,480 attitude anti authority. Although he knows that flying so low to the ground is 340 00:31:04,559 --> 00:31:08,720 prohibited by the regulations, he feels that the regulations are too restrictive. In 341 00:31:08,759 --> 00:31:17,799 some circumstances, antidote follow the rules they are usually right. Hazardous attitude in 342 00:31:17,920 --> 00:31:22,480 vulnerability Steve is not worried about an accident, since he has flown this low 343 00:31:22,559 --> 00:31:26,400 many times before and he has not had any problems. Antidote, it could 344 00:31:26,440 --> 00:31:33,599 happen to me. Hazardous attitude impulsivity. As he is buzzing the park, 345 00:31:33,880 --> 00:31:37,119 the airplane does not climb as well as Steve had anticipated, and without thinking, 346 00:31:37,319 --> 00:31:41,640 he pulls back harder than the yoke. The air speed drops and the 347 00:31:41,680 --> 00:31:45,200 airplane is close to stalling as the wing brushes a power line. Antidote, 348 00:31:45,720 --> 00:31:53,079 not so fast, think first, hazardous attitude resignation. Although Steve manages to 349 00:31:53,079 --> 00:31:59,079 recover the wing sustains minor damage, Steve thinks to himself, it doesn't really 350 00:31:59,079 --> 00:32:01,240 matter how much effort that I put in. The end result is the same 351 00:32:01,279 --> 00:32:06,599 whether I really try or not. Antidote, I'm not helpless. I can 352 00:32:06,680 --> 00:32:13,960 make a difference. End to Figure eight. Nointext Stress management learning how to 353 00:32:14,000 --> 00:32:20,000 recognize and cope with stress is another effective ADM tool. Stress is the body's 354 00:32:20,079 --> 00:32:24,319 response to demands placed upon it. These demands can be either pleasant or unpleasant 355 00:32:24,359 --> 00:32:30,279 in nature. The causes of stress for a pilot can range from unexpected weather 356 00:32:30,599 --> 00:32:37,319 or mechanical problems while in flight to personal issues unrelated to flying, Stress is 357 00:32:37,559 --> 00:32:43,880 an inevitable and necessary part of life. It adds motivation and heightens the individual's 358 00:32:43,920 --> 00:32:49,240 response to meet any challenge. Everyone is stressed to some degree all the time. 359 00:32:49,880 --> 00:32:52,519 A certain amount of stress is good since it keeps a person alert and 360 00:32:52,759 --> 00:32:59,240 prevents complacency. However, the effects of stress are cumulative, and if not 361 00:32:59,400 --> 00:33:05,720 coped with adequately, they eventually add up to an intolerable burden. Performance generally 362 00:33:05,759 --> 00:33:09,599 increases with the onset of stress, peaks and then begins to fall off rapidly 363 00:33:09,759 --> 00:33:15,759 as stress levels exceed a person's ability to cope. The ability to make effective 364 00:33:15,759 --> 00:33:22,119 decisions during flight can be impaired by stress factors referred to as stressors can increase 365 00:33:22,160 --> 00:33:27,359 a pilot's risk of error in the flight deck. Figure eight DAS ten. 366 00:33:28,559 --> 00:33:32,720 Figure eight dah ten text. Three types of stressors that can affect pilot performance. 367 00:33:34,720 --> 00:33:38,759 Physical stress conditions associated with the environment, such as temperature and humidity, 368 00:33:39,240 --> 00:33:46,559 noise, vibration, and lack of oxygen. Physiological stress physical conditions such as 369 00:33:46,559 --> 00:33:52,920 fatigue, lack of physical fitness, sleep loss, missed meals leading to low 370 00:33:52,920 --> 00:34:00,640 blood sugar levels, and illness. Psychological stress, social or emotional factors such 371 00:34:00,680 --> 00:34:04,799 as a death of the family, a divorce, a sick child, or 372 00:34:04,839 --> 00:34:09,039 a demotion at work. This type of stress may also be related to mental 373 00:34:09,079 --> 00:34:15,599 workload, such as analyzing a problem, navigating an aircraft, or making decisions 374 00:34:16,599 --> 00:34:22,079 end to Figure eight dish ten text. One way of exploring the subject of 375 00:34:22,079 --> 00:34:27,559 stress with a student is to recognize when stress is affecting performance. If a 376 00:34:27,599 --> 00:34:32,719 student seems distracted or has a particularly difficult time accomplishing the tasks of the lesson, 377 00:34:34,360 --> 00:34:38,239 the instructor can query the student. Was the student uncomfortable or tired during 378 00:34:38,239 --> 00:34:43,559 the flight? Is there some stress in another aspect of the student's life that 379 00:34:43,639 --> 00:34:47,280 may be causing a distraction. This may prompt the student to evaluate how these 380 00:34:47,320 --> 00:34:53,599 factors affect performance and judgment. The instructor should also try to determine if there 381 00:34:53,639 --> 00:34:59,199 are aspects of pilot training that are causing excessive amounts of stress for the student. 382 00:35:00,079 --> 00:35:04,320 For example, if a student consistently makes the decision not to fly even 383 00:35:04,320 --> 00:35:09,280 though weather briefings indicate favorable conditions, it may be due to apprehension regarding the 384 00:35:09,440 --> 00:35:15,199 less in content. Stalls landings, or an impending solo flight may cause concern. 385 00:35:16,159 --> 00:35:22,719 By explaining a specific maneuver in greater detail, or offering some additional encouragement, 386 00:35:22,119 --> 00:35:28,199 the instructor may be able to alleviate some of the students stress. To 387 00:35:28,239 --> 00:35:34,679 help students manage the accumulation of life stresses and prevent stress overload, instructors can 388 00:35:34,679 --> 00:35:40,039 recommend several techniques. For example, including relaxation time in a business schedule and 389 00:35:40,280 --> 00:35:46,280 maintaining a program of physical fitness can help reduce stress levels. Learning to manage 390 00:35:46,320 --> 00:35:52,480 time more effectively can help pilots avoid heavy pressures imposed by getting behind schedule and 391 00:35:52,719 --> 00:35:59,039 not meeting deadlines. While these pressures may exist in the workplace, students may 392 00:35:59,079 --> 00:36:05,159 also experience the same type of stress regarding their flight training schedule. Instructors can 393 00:36:05,199 --> 00:36:10,119 advise students to self assessed to determine their capabilities and limitations, and then set 394 00:36:10,239 --> 00:36:17,199 realistic goals. In addition, avoiding stressful situations and encounters can help pallettes cope 395 00:36:17,199 --> 00:36:24,800 with stress. Use of resources to make informed decisions during flight operations, students 396 00:36:24,920 --> 00:36:30,719 must be made aware of the resources found both inside and outside the flight deck. 397 00:36:30,480 --> 00:36:36,719 Since useful tools and sources of information may not always be readily apparent, 398 00:36:37,360 --> 00:36:44,320 learning to recognize these resources is an essential part of a am training resources must 399 00:36:44,360 --> 00:36:50,159 not only be identified, but students must also develop the skills to evaluate whether 400 00:36:50,239 --> 00:36:53,559 they have the time to use a particular resource and the impact that its use 401 00:36:53,559 --> 00:36:59,760 would have upon the safety of flight. For example, the assistance of eight 402 00:37:00,079 --> 00:37:04,639 C may be very useful if a pilot is lost. However, in an 403 00:37:04,679 --> 00:37:09,079 emergency situation when action needs to be taken quickly, time may not be available 404 00:37:09,119 --> 00:37:16,039 to contact ATC immediately. During training, cfis can routinely point out resources to 405 00:37:16,199 --> 00:37:23,320 students internal resources. Internal resources are found in the flight deck during flight. 406 00:37:23,920 --> 00:37:30,159 Since some of the most valuable internal resources are ingenuity, knowledge, and skill, 407 00:37:30,840 --> 00:37:36,519 pilots can expand flight deck resources immensely by improving their capabilities. This can 408 00:37:36,559 --> 00:37:44,599 be accomplished by frequently reviewing flight information publications such as fourteen CFR and the Aeronautical 409 00:37:44,639 --> 00:37:51,280 Information Manual AIM, as well as by pursuing additional training. A thorough understanding 410 00:37:51,320 --> 00:37:55,000 of all the equipment and systems in the aircraft is necessary to fully utilize all 411 00:37:55,079 --> 00:38:02,400 resources. For example, advanced navigation and autopilot systems are valuable resources. Flight 412 00:38:02,440 --> 00:38:07,880 instructors must ensure students know how to use. If students do not fully understand 413 00:38:07,960 --> 00:38:12,599 how to make use of the equipment, or if they rely on it so 414 00:38:12,679 --> 00:38:16,159 much that they become complaisant, it can become a detriment to save flight. 415 00:38:17,280 --> 00:38:24,000 With the advent of advanced avionics with class displays, GPS and autopilot, flying 416 00:38:24,039 --> 00:38:30,519 may seem inherently easier and safer, but in reality it has become more complex 417 00:38:30,320 --> 00:38:37,000 with the update of the Instrument Practical Test Standards PTS to include electronic flight instrument 418 00:38:37,039 --> 00:38:45,960 displays, flight management systems GPS, and autopilot usage. Knowledge of internal resources 419 00:38:45,039 --> 00:38:51,159 becomes an important component of flight training, as discussed in a section on flight 420 00:38:51,199 --> 00:38:57,039 instructor qualifications. Instructors must be familiar with the components of each aircraft in which 421 00:38:57,039 --> 00:39:02,800 they instruct To ensure students understand the operation of the equipment, Checklists or essential 422 00:39:02,920 --> 00:39:08,800 flight DEECK resources for verifying that the aircraft instruments and systems are checked, set 423 00:39:09,119 --> 00:39:15,440 and operating properly, as well as ensuring that the proper procedures are performed if 424 00:39:15,440 --> 00:39:21,519 there is a system malfunction or in flight emergency. Students reluctant to use checklists 425 00:39:21,800 --> 00:39:25,239 can be reminded. The pilots at all levels of experience referred to their checklists, 426 00:39:25,599 --> 00:39:30,719 and that the more advanced the aircraft is, the more critical checklists become. 427 00:39:30,639 --> 00:39:35,639 With the advent of electronic checklists, it has become easier to develop and 428 00:39:35,719 --> 00:39:43,280 maintain personal checklists from the manufacturer's checklist with additions for specific aircraft and operations. 429 00:39:44,440 --> 00:39:49,199 In addition, the AFM slash pH, which is required to be carried on 430 00:39:49,320 --> 00:39:53,639 board the aircraft, is essential for accurate flight planning and for resolving in flight 431 00:39:53,679 --> 00:40:01,920 equipment malfunctions. Other valuable flight deck resources include current aeronautical charts and publications such 432 00:40:01,960 --> 00:40:07,679 as the Airport slash Facility Directory a slash FD. It should be pointed out 433 00:40:07,679 --> 00:40:13,679 to students that passengers can also be a valuable resource. Passengers can help watch 434 00:40:13,760 --> 00:40:19,639 for traffic and may be able to provide information in an irregular situation, especially 435 00:40:19,679 --> 00:40:23,199 if they are familiar with flying. A strange smell or sound may alert a 436 00:40:23,239 --> 00:40:29,440 passenger to a potential problem. The PIC should brief passengers before the flight to 437 00:40:29,480 --> 00:40:36,239 make sure that they are comfortable voicing any concerns. External resources possibly the greatest 438 00:40:36,320 --> 00:40:43,639 external resources during flight or air Traffic controllers and flight service specialists ATC can help 439 00:40:43,760 --> 00:40:51,079 decrease pilot workload by providing traffic advisories, radar vectors and assistants in emergency situations. 440 00:40:52,119 --> 00:40:57,519 AFSS can provide updates in weather, answer questions about airport conditions, and 441 00:40:57,800 --> 00:41:02,920 may offer direction finding assistance. The services provided by ATC can be invaluable in 442 00:41:04,119 --> 00:41:08,920 enabling pilots to make informed in flight decisions. Instructors can help new students feel 443 00:41:08,920 --> 00:41:15,679 comfortable with ATC by encouraging them to take advantage of services such as flight following 444 00:41:15,760 --> 00:41:21,039 and flight watch. If students are exposed to ATC as much as possible during 445 00:41:21,079 --> 00:41:25,760 training, they feel confident asking controllers to clarify instructions and are better equipped to 446 00:41:25,840 --> 00:41:34,880 use ATC as a resource for assistance in unusual circumstances or emergencies. Throughout training, 447 00:41:35,239 --> 00:41:38,960 students can be asked to identify internal and external resources which can be used 448 00:41:39,000 --> 00:41:44,920 in a variety of flight situations. For example, if a discrepancy is found 449 00:41:45,039 --> 00:41:50,559 during preflight, what resources can be used to determine its significance? In this 450 00:41:50,599 --> 00:41:55,679 case, the student's knowledge of the aircraft the pH an instructor or other experienced 451 00:41:55,679 --> 00:42:01,280 pilot or an AMT can be a sorts which may help define the problem. 452 00:42:02,519 --> 00:42:07,000 During cross country training, students may be asked to consider the following situation. 453 00:42:08,119 --> 00:42:13,440 On a cross country flight, you become disoriented. Although you are familiar with 454 00:42:13,480 --> 00:42:17,000 the area, you do not recognize any landmarks, and fuel is running load. 455 00:42:17,880 --> 00:42:22,880 What resources do you have to assist you? Students should be able to 456 00:42:22,880 --> 00:42:30,679 identify their own skills and knowledge aeronautical charts, ATC flight service and navigation equipment 457 00:42:30,920 --> 00:42:36,119 as some of the resources that can be used in this situation. Workload management. 458 00:42:36,760 --> 00:42:42,639 Effective workload management ensure as the essential operations are accomplished by planning, prioritizing, 459 00:42:43,039 --> 00:42:47,760 and sequencing tasks to avoid work overload. As experience is gained, a 460 00:42:47,800 --> 00:42:54,159 pilot learns to recognize future workload requirements and can prepare for high workload periods during 461 00:42:54,159 --> 00:43:00,559 times of low workload. Instructors can teach the skill by prompting their students to 462 00:43:00,639 --> 00:43:05,280 prepare for a high workload. For example, when en route, the student 463 00:43:05,320 --> 00:43:08,440 can be asked to explain the actions that need to be taken during the approach 464 00:43:08,519 --> 00:43:14,199 to the airport. The students should be able to describe the procedures for traffic 465 00:43:14,199 --> 00:43:20,519 pattern, entry and landing preparation, reviewing the appropriate chart, and setting radio 466 00:43:20,519 --> 00:43:24,159 frequencies well in advance of need. Helps reduce workload as the flight nears the 467 00:43:24,199 --> 00:43:30,519 airport. In addition, the students should listen to the automatic Terminal Information Service 468 00:43:30,960 --> 00:43:40,280 ATIS, Automated Service Observing Systems ASS or Automated Weather Observing System AWS if available, 469 00:43:40,719 --> 00:43:47,639 and then monitor the tower frequency or Common Traffic Advisory Frequency CTAF to get 470 00:43:47,679 --> 00:43:52,880 a good idea of what traffic conditions to expect. Checklists should be performed well 471 00:43:52,920 --> 00:43:59,480 in advance so there is time to focus on traffic and ATC instructions. These 472 00:43:59,519 --> 00:44:04,840 procedures are especially important prior to entering a high density traffic area such as Class 473 00:44:04,880 --> 00:44:10,639 B airspace. To manage workload, items should be prioritized. This concept should 474 00:44:10,679 --> 00:44:16,480 be emphasized to students and reinforced when training procedures are performed. For example, 475 00:44:16,719 --> 00:44:22,840 during a go round, adding power, gaining airspeed, and properly configuring the 476 00:44:22,880 --> 00:44:28,719 aircraft are priorities. Informing the tower of the balked landing should be accomplished only 477 00:44:28,719 --> 00:44:34,840 after these tasks are completed. Students must understand that priorities change as the situation 478 00:44:34,960 --> 00:44:38,840 changes. If fuel quantity is lower than expected on a cross country flight, 479 00:44:39,480 --> 00:44:45,360 the priority can shift from making a scheduled arrival at the destination to locating a 480 00:44:45,440 --> 00:44:51,079 nearby airport to refuel. In an emergency situation, the first priority is to 481 00:44:51,119 --> 00:44:57,119 fly the aircraft and maintain a safe airspeed. Another part of managing workload is 482 00:44:57,159 --> 00:45:01,599 recognizing a work overload situation. The first effect of high workload is that the 483 00:45:01,639 --> 00:45:07,079 pilot begins to work faster. As workload increases, Attention cannot be devoted to 484 00:45:07,119 --> 00:45:12,119 several tasks at one time, and the pilot may begin to focus on one 485 00:45:12,159 --> 00:45:16,719 item. When the pilot becomes task saturated, there is no awareness of inputs 486 00:45:16,840 --> 00:45:22,800 from various sources, decisions may be made on incomplete information, and the possibility 487 00:45:22,840 --> 00:45:29,559 of error increases. Figure eights eleven. During a lesson, workload can be 488 00:45:29,599 --> 00:45:36,079 gradually increased as the instructor monitors the student's management of tasks. The instructor should 489 00:45:36,159 --> 00:45:40,960 ensure that the student has the ability to recognize a work overload situation. When 490 00:45:42,039 --> 00:45:46,880 becoming overloaded, the student should stop, think, slow down, and prioritize. 491 00:45:47,599 --> 00:45:52,960 It is important that the student understand options that may be available to decrease 492 00:45:52,079 --> 00:45:58,559 workload. For example, locating an item on a chart or setting of radio 493 00:45:58,639 --> 00:46:04,280 frequency may be delegated to another pilot or passenger. An Autopilot, if available, 494 00:46:04,440 --> 00:46:09,599 may be used or ATC may be enlisted to provide assistance. Chapter Summary. 495 00:46:10,239 --> 00:46:16,440 This chapter discussed the demonstration, performance and telling and doing training delivery, 496 00:46:16,480 --> 00:46:23,840 methods of flight instruction, SBT techniques, practical strategies flight instructors can use to 497 00:46:23,960 --> 00:46:31,599 enhance their instruction, Integrated flight instruction, positive exchange of flight controls, use 498 00:46:31,599 --> 00:46:38,079 of distractions, obstacles to learning encountered during flight training, and how to evaluate 499 00:46:38,159 --> 00:46:45,360 students after an intensive look at ADM, with suggestions for how to interweave ADM, 500 00:46:45,719 --> 00:46:51,400 risk management and SRM into the teaching process. It closes with a discussion 501 00:46:51,519 --> 00:46:59,280 of CFI recommendations. Additional information on recommendations and endorsements can be found in Appendix 502 00:46:59,360 --> 00:47:02,719 E Flight Instructor Endorsements. End of Chapter eight