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for long periods of time. To avoid this phenomenon, the pilot
should plan in advance when and where the programming
for approaches, route changes, and airport information
gathering should be accomplished as well as times it should
not. Pilot familiarity with the equipment, the route, the local
air traffic control environment, and personal capabilities visà-vis the automation should drive when, where, and how the
automation is programmed and used.
The pilot should also consider what his or her capabilities
are in response to last-minute changes of the approach (and
the reprogramming required) and ability to make largescale changes (a reroute for instance) while hand flying the
aircraft. Since formats are not standardized, simply moving
from one manufacturer’s equipment to another should give
the pilot pause and require more conservative planning and
decisions.
The SRM process is simple. At least five times before
and during the flight, the pilot should review and consider
the “Plan, the Plane, the Pilot, the Passengers, and the
Programming” and make the appropriate decision required
by the current situation. It is often said that failure to make
a decision is a decision. Under SRM and the 5 Ps, even the
decision to make no changes to the current plan is made
through careful consideration of all the risk factors present.
Information Management
The volume of information presented in aviation training
is enormous, but part of the process of good SRM is a
continuous flow of information in and actions out. How a
student manages the flow of information definitely has an
effect on the relative success or failure of each and every flight
because proper information contributes to valid decisions.
SBT plays an important part in teaching the student how to
gather pertinent information from all available sources, make
appropriate decisions, and assess the actions taken.
For a transitioning pilot, the primary flight display (PFD),
multifunction display (MFD), and GPS/very high frequency
(VHF) navigator screens seem to offer too much information
presented in colorful menus and submenus. In fact, the student
may be overwhelmed and unable to find a specific piece of
information. The first critical information management
skill for flying with advanced avionics is to understand the
system at a conceptual level. Remembering how the system
is organized helps the pilot manage the available information.
Simulation software and books on the specific system used
are of great value in furthering understanding for both the
CFI and the student.
Another critical information management skill is reading.
The best strategy for accessing and managing the available
information from PFD to navigational charts is to stop, look,
and read. The goal is for the student to learn how to monitor,
manage, and prioritize the information flow to accomplish
specific tasks.
Task Management (TM)
Task management (TM), a significant factor in flight safety,
is the process by which pilots manage the many, concurrent
tasks that must be performed to safely and efficiently fly a
modern aircraft. A task is a function performed by a human,
as opposed to one performed by a machine (e.g., setting the
target heading in the autopilot).
The flight deck is an environment in which potentially many
important tasks compete for pilot attention at any given time.
TM determines which of perhaps many concurrent tasks
the pilot(s) attend to at any particular point in time. More
specifically, TM entails initiation of new tasks; monitoring of
ongoing tasks to determine their status; prioritization of tasks
based on their importance, status, urgency, and other factors;
allocation of human and machine resources to high-priority
tasks; interruption and subsequent resumption of lower
priority tasks; and termination of tasks that are completed
or no longer relevant.
Humans have a limited capacity for information. Once
information flow exceeds a person’s ability to mentally
process the information, any additional information becomes
unattended or displaces other tasks and information already
being processed. Once the information flow reaches its limit,
two alternatives exist: shed the unimportant tasks or perform
all tasks at a less than optimal level. Like an electrical circuit
being overloaded, either the consumption must be reduced
or a circuit failure is experienced. Once again, SBT helps the
student learn how to effectively manage tasks and properly
　
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