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level. The instructor determines whether maneuvers are
technically accurate and that procedures are performed in
the right order. In SRM assessment, instructors must learn
to assess students on a different level. How did the student
arrive at a particular decision? What resources were used?
Was risk assessed accurately when a go/no-go decision was
made? Did the student maintain situational awareness in the
traffic pattern? Was workload managed effectively during
a cross-country flight? How does the student handle stress
and fatigue?
Instructors should continually evaluate student decisionmaking ability and offer suggestions for improvement. It is
not always necessary to present complex situations, which
require detailed analysis. By allowing students to make
decisions about typical issues that arise throughout the course
of training, such as their fitness to fly, weather conditions,
and equipment problems, instructors can address effective
decision-making and allow students to develop judgment
skills. For example, when a discrepancy is found during
preflight inspection, the student should be allowed to initially
determine the action to be taken. Then the effectiveness of the
student’s choice and other options that may be available can
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be discussed. Opportunities for improving decision-making
abilities occur often during training. If the tower offers the
student a runway that requires landing with a tailwind in
order to expedite traffic, the student can be directed to assess
the risks involved and asked to present alternative actions
to be taken. Perhaps the most frequent choice that has to be
made during flight training is the go/no-go decision based on
weather. While the final choice to fly lies with the instructor,
students can be required to assess the weather prior to each
flight and make a go/no-go determination.
In addition, instructors should utilize SBT to create lessons
that are specifically designed to test whether students are
applying SRM skills. Planning a flight lesson in which the
student is presented with simulated emergencies, a heavy
workload, or other operational problems can be valuable in
assessing the student’s judgment and decision-making skills.
During the flight, student performance can be evaluated for
workload and/or stress management.
As discussed in chapter 5, SRM grades are based on these
four components:
• Explain—the student can verbally identify, describe,
and understand the risks inherent in the flight scenario.
The student needs to be prompted to identify risks and
make decisions.
• Practice—the student is able to identify, understand,
and apply SRM principles to the actual flight situation.
Coaching, instruction, and/or assistance from the CFI
quickly corrects minor deviations and errors identified
by the CFI. The student is an active decision maker.
• Manage/Decide—the student can correctly gather the
most important data available both within and outside
the flight deck, identify possible courses of action,
evaluate the risk inherent in each course of action, and
make the appropriate decision. Instructor intervention
is not required for the safe completion of the flight.
• Not Observed—any event not accomplished or
required.
Postflight, collaborative assessment or learner centered
grading (LCG) (also discussed in chapter 5), is a vital
component of assessing a student’s SRM skills. As a
reminder, collaborative assessment includes two parts:
learner self-assessment and a detailed assessment by the
flight instructor. The purpose of the self-assessment is to
stimulate growth in the student’s thought processes and,
in turn, behaviors. The self-assessment is followed by an
in-depth discussion between the flight instructor and the
student which compares the CFI’s assessment to the student’s
self-assessment.
An important element of SRM skills assessment is that the
CFI provides a clear picture of the progress the student
is making during the training. Grading should also be
progressive. During each flight, the student should achieve
a new level of learning. For flight one, the automation
management area might be a “describe” item. By flight
three, it would be a “practice” item, and by flight five, a
“manage-decide” item.
Chapter Summary
This chapter introduced aviation instructors to the underlying
　
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