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training.
Finally, phase III takes the previously discussed hazards,
risks, and considerations, and incorporates them into a
complex scenario. This forces a student to consider not only
a specific lesson item (in this case, short-field landings), but
also requires that it be viewed in the greater context of the
overall flight. For example, on a cross-country flight, the
student is presented with a realistic distraction, perhaps the
illness of a passenger. This forces a diversion to an alternate
for which the student has not planned. The new destination
airport has two runways, the longest of which is closed due
to construction. The remaining runway is short, but while
less than ideal, should prove suitable for landing. However,
upon entering the pattern, the student finds the electrically
driven flaps do not extend. The student must now consider
whether to press on and attempt the landing, or proceed to a
secondary alternate.
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
9-17
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
　
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