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Figure 8-7. Terms used in AC 60-22 to explain concepts used in ADM training.
Brenda determines the fuel burn if she continues to her destination and considers other options: turning around and landing at a nearby airport, diverting off course, or landing prior to her destination at an airport en route. She now considers the expected outcome of each possible action and assesses the risks involved. After studying the chart, she concludes there is an airport which has fueling services within a reasonable distance along her route. She can refuel there and continue to her destination without a significant loss of time.
8-17
The Five Hazar
dous AttitudesAnti-authority: “Don’t tell me.”This attitude is found in people who do not like anyone telling them what to do. In a sense, they are saying, “No one can tell me what to do.” They may be resentful of having someone tell them what to do, or may regard rules, regulations, and procedures as silly or unnecessary. However, it is always pilot prerogative to question authority if it seems to be in error.Impulsivity: “Do it quickly.”This is the attitude of people who frequently feel the need to do something—anything—immediately. They do not stop to think about what they are about to do; they do not select the best alternative, and they do the first thing that comes to mind.Invulnerability: “It won’t happen to me.”Many people believe that accidents happen to others, but never to them. They know accidents can happen, and they know that anyone can be affected. They never really feel or believe that they will be personally involved. Pilots who think this way are more likely to take chances and increase risk.Macho: “I can do it.”Pilots who are always trying to prove that they are better than anyone else are thinking, “I can do it, I’ll show them.” Pilots with this type of attitude will try to prove themselves by taking risks in order to impress others. While this pattern is thought to be a male characteristic, women are equally susceptible.Resignation: “What’s the use?”Pilots who think, “What’s the use?” do not see themselves as being able to make a great deal of difference in what happens to them. When things go well, the pilot is apt to think that it is good luck. When things go badly, the pilot may feel that “someone is out to get me,” or attribute it to bad luck. The pilot will leave the action to others, for better or worse. Sometimes, such pilots will even go along with unreasonable requests just to be a “nice guy.”
Figure 8-8. Pilots should examine their decisions carefully to ensure that their choices have not been influenced by a hazardous attitude.Implementing the Decision and Evaluating the Outcome
Although a decision may be reached and a course of action implemented, the decision-making process is not complete. It is important to think ahead and determine how the decision could affect other phases of the flight. As the flight progresses, the pilot must continue to evaluate the outcome of the decision to ensure that it is producing the desired result.
To implement her decision, Brenda plots the course changes and calculates a new estimated time of arrival. She also contacts the nearest AFSS to amend her flight plan and check weather conditions at the new destination. As she proceeds to the airport, she continues to monitor groundspeed, aircraft performance, and weather conditions to ensure no additional steps need to be taken to guarantee the safety of the flight.Factors Affecting Decision-Making
It is important to stress to a student that being familiar with the decision-making process does not ensure he or she has the good judgment to be a safe pilot. The ability to make effective decisions as PIC depends on a number of factors. Some circumstances, such as the time available to make a decision, may be beyond the pilot’s control. However, a pilot can learn to recognize those factors that can be managed, and learn skills to improve decision-making ability and judgment. Recognizing Hazardous Attitudes
While the ADM process does not eliminate errors, it helps the pilot recognize errors, and in turn enables the pilot to manage the error to minimize its effects. Two steps to improve flight safety are identifying personal attitudes hazardous to safe flight and learning behavior modification techniques.
Flight instructors must be able to spot hazardous attitudes in a student because recognition of hazardous thoughts is the first step toward neutralizing them. CFIs should keep in mind that being fit to fly depends on more than just a pilot’s physical condition and recency of experience. Hazardous attitudes contribute to poor pilot judgment and affect the quality of decisions.
Attitude can be defined as a personal motivational predisposition to respond to persons, situations, or events in a given manner. Studies have identified five hazardous attitudes that can affect a pilot’s ability to make sound decisions and exercise authority properly. [Figure 8-8]
　
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