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Although some CFIs have used the SBT approach as a teaching method for many years, the recent emphasis on SBT in aviation training reflects education research that shows students learn more effectively when actively involved in the learning process. The introduction of advanced avionics is also a factor. Advanced avionics have changed the role of general aviation (GA) from an industry dominated by pleasure flying to a viable alternative to the scheduled airlines. With glass displays, GPS, and autopilot, advanced avionics may allow easier and safer operation, but are more complex.
Advanced avionics have contributed to a shift in the focus of aviation training to include aeronautical decision-making (ADM) and risk management. For the pilot, this is called Single-Pilot Resource Management (SRM). Since SRM training requires the student or transitioning pilot to practice the decision-making process in real-world situations, it combines traditional task and maneuver-based training with SBT to enhance ADM, risk management, and SRM skills without compromising basic stick and rudder skills. Instead of training pilots to pass practical tests, this program focuses on expertly managed real-world challenges. Duties, Responsibilities, and Authority of the Aviation Instructor
The duties, responsibilities, and authority of the aviation instructor include the following:
1. Orient new learners to the SBT approach.
2. Help the learner become a confident planner and a critical evaluator of his or her own performance.
3. Help the learner understand the knowledge requirements present in real world applications.
4. Diagnose learning difficulties and help the individual overcome them.
coverage of heading, speed, angle of bank, altitude, terrain, and wind direction plus velocity. This explanation is followed by a demonstration and repeated practice of a specific flight maneuver, such as turns around a point or S-turns across the road until the maneuver can be consistently accomplished in a safe and effective manner within a specified limit of heading, altitude, and airspeed. At the end of this lesson, the student is only capable of practicing the maneuver with assistance from the instructor.
The traditional type of training lesson plan with its focus on the task and maneuver or procedure continues to meet many aviation learning requirements, but as discussed earlier in the chapter, it is being augmented by more realistic and fluid forms of problem-based learning such as SBT. For the CFI, this type of training does not preclude traditional maneuver-based training. Rather, flight maneuvers are integrated into the flight scenarios and conducted as they would occur in the real world. Those maneuvers requiring repetition are still taught during concentrated settings; once learned, they are then integrated into realistic flight situations.
For the aviation technician instructor, SBT enhances traditional classroom instruction. By integrating SBT into the lesson, students are required to deal with problems they will encounter in the real world. Scenario-Based Training (SBT)
Improper pilot decisions cause a significant percentage of all accidents and the majority of fatal accidents in light single- and twin-engine aircraft. The goal of SBT is to challenge the
6-10
Scenario-Based T
raining Lesson PlanInitialPlan for arrival at a specific nontowered airport.Prepare to fly to the Enterprise Municipal Airport (EDN) in order to visit the ArmyAviation Museum at Fort Rucker.The student is capable of explaining the safe arrival at any nontowered airport in any wind condition. Ground-based obstructions/hazards Winds conditions Visibility/ceiling Engine-out procedures Airport trafficGround-based obstructions/hazards: The instructor and student will review all available resources, including sectional/terminal area charts, A/FD, and Notices To Airmen (NOTAMs). Using aircraft performance data found in the POH/FM, the potential impact of any obstructions or hazards during departure, en route, and arrival will be assessed and a strategy developed to address any concerns. Wind conditions: The instructor and student will use the aircraft POH/FM and assess the runway environment prior to making a determination. This would also be an excellent catalyst for a discussion of personal minimums and any additional training requirements. Visibility/ceiling: The instructor and student will discuss the impact of visibility/ceiling as it relates to departure, en route, and landing at an nontowered airport in various wind conditions. For example, if circumstances demand the conduct of a circling approach under marginal VFR conditions, does the student have the confidence and proficiency to fly a tight pattern while managing airspeed, aircraft coordination, etc? Under such circumstances, would it be more desirable to conduct a straight-in approach with a slight tailwind (if that is even an option)? How much wind would be too much? What other variables/options should be considered (perhaps a diversion to a more suitable airport)?Engine-out procedures: Should an engine fail or partial loss of power occur, the student and instructor should discuss and simulate in a manner consistent with safety, engine-out procedures as part of a comprehensive training program. Airport traffic: Traffic at both towered and nontowered airports often necessitates wide variations in landing patterns. While issues stemming from airport traffic may largely be addressed through sound flying technique, the instructor can take an otherwise routine lesson and introduce other risk elements, thus promoting the student’s development of critical decision-making skills.This review should include a dialogue between the instructor pilot and the student or transitioning pilot encompassing the flight scenario. Generally, the instructor pilot should lead the discussion with questions that generate reflective thinking on how the overall flight went. The instructor pilot should use this to assist in evaluating the student or transitioning pilot’s assessment skills, judgment, and decision-making skills. Typically, the discussion should begin with student self-critique; the instructor pilot enables the student to solve the problems and draw conclusions. Based on this analysis, the student and instructor pilot should discuss methods for improvement, even on those items that were considered successful. TYPE OF TRAININGMANEUVER OR TRAINING OBJECTIVESCENARIOCOMPLETION STANDARDSPOSSIBLE HAZARDS OR CONSIDERATIONSMITIGATION STRATEGIES AND RESOURCES (Every hazard or consideration should be addressed through the use of some mitigating strategy or resource. Those provided below serve only as an example to illustrate the system safety methodology.)FLY THE SCENARIOPOSTFLIGHT REVIEW
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Aviation Instructor’s Handbook下(46)
