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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 highdensity 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
8-21
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.
8-22
9-1
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!”
Both Jennifer and Lenore grabbed the mixture and pulled. The engine went from a deafening roar to silence. They looked
at each other. “What happened?” asked Jennifer. “I don’t know. Let’s check the engine,” Lenore said.
Ten minutes later, they had removed the cowling from the Cessna 152. A quick engine check gave them the answer. The
throttle rod-end was not connected to the carburetor arm—no bolt, no nut, just air between the rod-end and the arm. Jennifer
looked at Lenore. “What if this had happened in flight?”
“What I want to know,” Lenore said, “is how this happened at all. The annual inspection was signed off yesterday.”
The previous day, the annual inspection had been signed off after a lengthy inspection by a local facility. Several mechanics
　
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