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8. Materials: Aircraft POH/FOM, FITS Generic Transition Syllabus, A/FD, Aeronautical charts, etc.
 
Notice the elements included in the lesson plan are less technique-oriented, instead focusing on risk management and decision-making.  Initially, the instructor may take the lead in identifying risks and developing mitigation strategies.  However, as the training progresses, the student will ideally assume this role, demonstrating an optimal level of understanding and application.  Moreover, using these tactical elements as the basis for all training maneuvers establishes the desired system safety mindset.  A further review of the lesson plan will illustrate this point.
 
First, every maneuver has a series of risk factors and/or considerations that must be identified.  A person with limited flying experience may only recognize a fraction of these items.  As an instructor, you should develop scenarios that highlight all known risk factors and other considerations associated with a given maneuver.  The goal is to expand the student’s zone of competence and confidence (i.e. comfort) to cover any foreseeable challenge.  
 
Next, FITS benefits can most quickly be realized by reviewing the mitigation strategies discussed in item 4.  Students should be taught to employ these strategies for each possible hazard/consideration using the four tenets of system safety- risk management, aeronautical decision-making, situational awareness, and single-pilot resource management.  If a risk factor or consideration (item 3) cannot be addressed through a mitigation strategy or resource (item 4), then an alternative must be considered (item 5).  The ultimate goal is not the development of yet another checklist.  Instead, this process should be used as a framework through which critical thinking and judgment are integrated into each of the items covered in the PTS.  From there, pilots should have the ability to take the next logical step in the evolution of their flying- that is, the ability to bring this level of analysis and insight to every flight they make.  
 
So along with the basic mechanics of a short field landing, you have also introduced your student to other safety of flight issues using FITS instructional techniques.  From here, you may move to the final step, the development of an integrated training exercise that allows your student to apply what he or she has learned.  For additional examples of how this may be accomplished, instructors are encouraged to visit the FAA’s FITS homepage and review other FITS-accepted curricula.
 
The instructor should next use scenario-based training to highlight both the hazard identification and risk management elements of this training exercise.  For example, a VFR cross-country flight could be initiated.  While en route, deteriorating weather (or another simulated condition) could force a diversion.  The student will quickly experience increased workloads while determining an appropriate alternate, navigating, communicating with ATC, managing aircraft systems, etc.  At this juncture, runway length or condition is but one of many concerns the student faces.  These realistic distractions will not only test the student’s stick and rudder skills, but also their judgment in safely managing the flight.  
　
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本文鏈接地址：Flight Instructor Training Module Volume 1- FAA/Industry Training Standards(14)