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If he or she decides to go forward and attempt the landing, this proves an excellent time to test the requisite stick and rudder skills. If the student decides to proceed to a second alternate, this opens new training opportunities. Proceeding further tests
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cross-country skills, such as navigation, communication, management of a passenger in distress, as well as the other tasks associated with simply flying the aircraft. The outlined methodology simply takes a series of seemingly unrelated tasks and scripts them into a training exercise requiring both mechanical and cognitive skills to complete it successfully.
SBT helps the flight instructor effectively teach ADM and risk management. The what, why, and how of SBT has been discussed extensively throughout this handbook. In teaching ADM, it is important to remember the learning objective is for the student to exercise sound judgment and make good decisions. Thus, the flight instructor must be ready to turn the responsibility for planning and execution of the flight over to the student as soon as possible. Although the flight instructor continues to demonstrate and instruct skill maneuvers, when the student begins to make decisions, the flight instructor should revert to the role of mentor and/or learning facilitator.
The flight instructor is an integral part of the systems approach to training and is crucial to the implementation of an SBT program which underlies the teaching of ADM. Remember, for SBT instruction to be effective, it is vital the flight instructor and student establish the following information:
• Scenario destination(s)
• Desired student learning outcome(s)
• Desired level of student performance
• Possible inflight scenario changes
It is also important for the flight instructor to remember that a good scenario:
• Is not a test.
• Will not have a single correct answer.
• Does not offer an obvious answer.
• Engages all three learning domains.
• Is interactive.
• Should not promote errors.
• Should promote situational awareness and opportunities for decision-making.
• Requires time-pressured decisions.
The flight instructor should make the situation as realistic as possible. This means the student knows where he or she is going and what transpires on the flight. While the actual flight may deviate from the original plan, it allows the student to be placed in a realistic scenario. The student will plan the flight to include:
• Route
• Destination(s)
• Weather
• NOTAMS
• Possible emergency procedures
Since the scenarios may have several good outcomes and a few poor ones, the flight instructor should understand in advance which outcomes are positive and/or negative and give the student the freedom to make both good and poor decisions. This does not mean that the student should be allowed to make an unsafe decision or commit an unsafe act. However, it does allow the students to make decisions that fit their experience level and result in positive outcomes.
Teaching decision-making skills has become an integral part of flight training. The word “decision” is used several times in each PTS and applicants are judged on their ability to make a decision as well as their ability to perform a task. Thus, it is important for CFIs to remember that decision-making is a component of the PTS.Assessing SRM Skills
A student’s performance is often assessed only on a technical level. The instructor determines whether maneuvers are technically accurate and that procedures are performed in the right order. In SRM assessment, instructors must learn to assess students on a different level. How did the student arrive at a particular decision? What resources were used? Was risk assessed accurately when a go/no-go decision was made? Did the student maintain situational awareness in the traffic pattern? Was workload managed effectively during a cross-country flight? How does the student handle stress and fatigue?
Instructors should continually evaluate student decision-making ability and offer suggestions for improvement. It is not always necessary to present complex situations, which require detailed analysis. By allowing students to make decisions about typical issues that arise throughout the course of training, such as their fitness to fly, weather conditions, and equipment problems, instructors can address effective decision-making and allow students to develop judgment skills. For example, when a discrepancy is found during preflight inspection, the student should be allowed to initially determine the action to be taken. Then the effectiveness of the student’s choice and other options that may be available can
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be discussed. Opportunities for improving decision-making abilities occur often during training. If the tower offers the student a runway that requires landing with a tailwind in order to expedite traffic, the student can be directed to assess the risks involved and asked to present alternative actions to be taken. Perhaps the most frequent choice that has to be made during flight training is the go/no-go decision based on weather. While the final choice to fly lies with the instructor, students can be required to assess the weather prior to each flight and make a go/no-go determination.
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Aviation Instructor’s Handbook下(88)
