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During cross-country training, students may be asked to consider the following situation. On a cross-country flight,
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Preflig
htTakeoffCruiseApproach & LandingTimeTask LoadHighLowPilot CapabilitiesTask Requirements
Figure 8-11. Accidents often occur when flying task requirements exceed pilot capabilities. The difference between these two factors is called the margin of safety. Note that in this idealized example, the margin of safety is minimal during the approach and landing. At this point, an emergency or distraction could overtax pilot capabilities, causing an accident.
you become disoriented. Although you are familiar with the area, you do not recognize any landmarks, and fuel is running low. What resources do you have to assist you? students should be able to identify their own skills and knowledge, aeronautical charts, ATC, flight service, and navigation equipment as some of the resources that can be used in this situation. Workload Management
Effective workload management ensures that essential operations are accomplished by planning, prioritizing, and sequencing tasks to avoid work overload. As experience is gained, a pilot learns to recognize future workload requirements and can prepare for high workload periods during times of low workload. Instructors can teach this skill by prompting their students to prepare for a high workload. For example, when en route, the student can be asked to explain the actions that need to be taken during the approach to the airport. The student should be able to describe the procedures for traffic pattern entry and landing preparation. Reviewing the appropriate chart and setting radio frequencies well in advance of need helps reduce workload as the flight nears the airport. In addition, the student should listen to the Automatic Terminal Information Service (ATIS), Automated Surface Observing Systems (ASOS), or Automated Weather Observing System (AWOS), if available, and then monitor the tower frequency or Common Traffic Advisory Frequency (CTAF) to get a good idea of what traffic conditions to expect. Checklists should be performed well in advance so there is time to focus on traffic and ATC instructions. These procedures are especially important prior to entering a high-density traffic area, such as Class B airspace.
To manage workload, items should be prioritized. This concept should be emphasized to students and reinforced when training procedures are performed. For example, during a go-around, adding power, gaining airspeed, and properly configuring the aircraft are priorities. Informing the tower of the balked landing should be accomplished only after these tasks are completed. students must understand that priorities change as the situation changes. If fuel quantity is lower than expected on a cross-country flight, the priority can shift from making a scheduled arrival time at the destination, to locating a nearby airport to refuel. In an emergency situation, the first priority is to fly the aircraft and maintain a safe airspeed.
Another important part of managing workload is recognizing a work overload situation. The first effect of high workload is that the pilot begins to work faster. As workload increases, attention cannot be devoted to several tasks at one time, and the pilot may begin to focus on one item. When the pilot becomes task saturated, there is no awareness of inputs from various sources; decisions may be made on incomplete information, and the possibility of error increases. [Figure 8-11]
During a lesson, workload can be gradually increased as the instructor monitors the student’s management of tasks. The instructor should ensure that the student has the ability to recognize a work overload situation. When becoming overloaded, the student should stop, think, slow down, and
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prioritize. It is important that the student understand options that may be available to decrease workload. For example, locating an item on a chart or setting a radio frequency may be delegated to another pilot or passenger, an autopilot (if available) may be used, or ATC may be enlisted to provide assistance.Chapter Summary
This chapter discussed the demonstration-performance and telling-and-doing training delivery methods of flight instruction, SBT techniques, practical strategies flight instructors can use to enhance their instruction, integrated flight instruction, positive exchange of flight controls, use of distractions, obstacles to learning encountered during flight training, and how to evaluate students. After an intensive look at ADM with suggestions for how to interweave ADM, risk management, and SRM into the teaching process, it closes with a discussion of CFI recommendations. Additional information on recommendations and endorsements can be found in Appendix E, Flight Instructor Endorsements.
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Introduction
“Pull the throttle back!” Lenore, a Certificated Flight Instructor (CFI), ordered the student, Jennifer, as the revolutions per minute (rpm) climbed past 2,000 on engine start-up. “I did, I did!”
　
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