直升機(jī)教員手冊(cè) Helicopter Instructor’s Handbook
時(shí)間：2014-11-10 08:35來(lái)源：FAA 作者：直升機(jī)翻譯 點(diǎn)擊：次
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To view this page ensure that Adobe Flash Player version 9.0.124 or greater is installed. Using the 3P To Form Good Safety Habits As is true for other flying skills, risk management thinking habits are best developed through repetition and consistent adherence to specific procedures. The 3P model, while similar to other methods, offers three good reasons for its use: 1. It is fairly simple to teach and remember. 2. It gives students a structured, efficient, and systematic way to identify hazards, assess risk, and implement effective risk controls. 3. Practicing risk management needs to be as automatic as basic aircraft control. [Figure 17-3] To assist the student pilot in using the 3P process, develop scenarios that use the building block theory. Introduce a simple circumstance that requires the student to progress through the perceive, process, and perform functions. For instance, during a hover power check the predicted value is exceeded. Have the student first go through the steps determining a course of action, then follow that course of action with continuous reassessment. Further examples can be made more complicated to augment the student’s decision-making ability. Stressors Affecting Decision-Making Many factors, or stressors, can increase a pilot’s risk of making a poor decision that affects the safety of the flight. Stressors are generally divided into three categories: environmental, physiological, and psychological. [Figure 17-4] Reduction of identifiable stressors can be seen in the simplification of instrumentation, clear procedures, and redundant systems. By making aviation as simple and predictable as possible, its stressfulness is reduced. ADM attempts to prevent the effects of stress and increase flight safety. Discuss stressors with the student and how stressors affect flight decision-making. Pilot Self-Assessment Review the IMSAFE checklist with the student. Stress its importance as one of the best ways single pilots can mitigate risk by determining physical and mental readiness for flying. [Figure 17-5] The PAVE Checklist Explain to the student that mitigation of risk begins with perceiving hazards. By incorporating the PAVE checklist into preflight planning, the instructor teaches the student how to divide the risks of flight into four categories: Pilot, Aircraft, enVironment, and External pressures (PAVE). Discuss with the student how these categories form part of a pilot’s decision-making process. [Figure 17-2] The PAVE checklist provides the student with a simple way to remember each category to examine for risk prior to each flight. Once the student identifies the risks of a flight, he or she needs to decide whether the risk or combination of risks can be managed safely and successfully. Stress to the student that the PIC is responsible for making the decision of whether or not to cancel the flight. Explain that if the pilot decides to continue with the flight, he or she should develop strategies to mitigate the risks. Encourage the student to learn how to control the risks by setting personal minimums for items in each risk category. Emphasize that these are limits unique to that individual pilot’s current level of experience and proficiency, and should be reevaluated periodically based upon experience and proficiency. Incorporate ongoing discussions of hazards, risk assessment, and risk mitigation into training to reinforce the student’s decision-making skills. Recognizing Hazardous Attitudes As discussed in the Aviation Instructor’s Handbook, it is not necessary for a flight instructor to be a certified psychologist, but it is helpful to be aware of student behavior before and during each flight. If the instructor notices a hazardous attitude (which contributes to poor pilot judgment), he or she can counteract it effectively by converting that hazardous attitude into a positive attitude. Since recognizing a hazardous attitude is the first step toward neutralizing it, it is important for the student to learn the hazardous attitudes and the corresponding antidotes. The antidote for each of the hazardous attitudes should be memorized so it automatically comes to mind when needed. [Figure 17-6] When reading Figure 17-6, keep in mind that each hazardous attitude relates directly to a potential incident or accident. So many of the regulations we abide by are in response to an increase of the aviation accident rate. Therefore, discuss specifics with the student that correlate to each. The anti-authority hazardous attitude explains numerous accidents involving weather-related decisions. We have ceiling and visibility minimums not just for you, but to allow other pilots to see and avoid you. Or, that old adage, “I don’t need my landing light on at night, I can see the lit runway just fine.” Turn the landing lights on at night so other pilots can see you. Each hazardous attitude has an explanation and an antidote as seen in the figure. Stress Management Stress is the body’s response to physical and psychological demands placed upon it. While a certain level of stress is necessary to perform optimally, too little stress can have as much of an adverse affect as too much stress. If the student is under too little stress, the thinking processes tend to wander to non-related thoughts and activities. For instance, the “sterile cockpit” rule (14 CFR part 121, section 121.542) resulted from numerous accidents where the crew seemed to exhibit no stress and their attention wondered from their flight duties. Too much stress and the thinking processes seem to stagnate, resulting in a sensory overload and subsequent mental shutdown. The causes of student stress can range from poor performance of flight maneuvers to personal issues unrelated to flying. Stress is an inevitable and necessary part of life that can add motivation and heighten an individual’s response to meet a challenge. The effects of stress are cumulative and, if the student does not cope with them in an appropriate way, they can eventually add up to an intolerable burden. Performance generally increases with the onset of stress, peaks, and then falls off rapidly as stress levels exceed a person’s ability to cope. At this point, a student’s performance begins to decline and judgment deteriorates. Complex or unfamiliar tasks are more subject to the adverse effects of increasing stress than simple or familiar tasks. |
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