Risk management, human factors, and accident prevention as teaching content

What this lesson is for: you already manage risk. This lesson is about teaching someone else to, which is a different skill, and about the risks that only exist because you are the one instructing.

Read:

• FAA-H-8083-9B, chapter 1, Risk Management and Single-Pilot Resource Management.
• FAA-H-8083-9B, chapter 10, Teaching Practical Risk Management during Flight Instruction.
• FAA-S-ACS-25, Area of Operation I, Task F.
• AC 61-67C with Changes 1 and 2, Stall and Spin Awareness Training. Skim it now. You will read it properly before lesson 31.

Deliverable: Write, in half a page, the last time you made a genuinely marginal go or no-go decision. State what you decided, what you decided it on, and whether you would grade the decision differently from the outcome. If you have never made a marginal one, say so and describe the closest you have come.

1. Teaching risk identification, assessment, and mitigation.
2. Risk management tools: PAVE, and flight risk assessment tools.
3. When and how to introduce risk management to a student.
4. How the technique changes by phase of instruction.
5. Managing risk while instructing, including the special considerations for teaching takeoffs and landings.
6. Aeronautical decision making and resource management.
7. Hazardous attitudes, including how to spot one in a student who has not admitted to it.
8. The hazards of instructing itself, and what gets in the way of your situational awareness when you are teaching.
9. An accident-derived scenario, which you will build into a teachable block.
10. You run a scenario.

• Take the base-to-final overshoot accident and build it into a lesson: what the student notices, where you intervene, what the completion standard is, and what makes it safe to run.
• Run a scenario in which your Simulated Student has to make a decision.
• Assess their decision, not how it turned out.
• Name a hazardous attitude you are personally prone to.

1. You build the accident-derived scenario into a teachable block with a stated completion standard, a stated intervention point, and a statement of what makes it safe to run.
2. You run a scenario in which the Simulated Student makes a decision, and assess the decision rather than the outcome, saying explicitly which you are assessing.
3. You apply a named risk management tool to a scenario and show the working, rather than naming the tool and reaching your conclusion separately.
4. You name one hazardous attitude you are personally prone to and one observable behavior that would reveal it in a student who has not admitted to it.
5. You name two risks created by the act of instructing that do not exist when you fly alone.
6. You state an intervention point for a takeoff or landing in terms an observer could apply, not as "when it looks unsafe".
7. You deliver a self-critique before hearing your instructor's.

• Demonstrating your own good judgment instead of building your student's. This is the central failure of this lesson and it feels like good instructing while you are doing it. Ask yourself who actually made the decision.
• Grading the outcome instead of the decision. A sound decision can have a bad outcome and a reckless one can work out fine. If you grade outcomes, you teach students to be lucky.
• Knowing PAVE perfectly and not using it. Naming the tool and then reaching a conclusion by instinct is not applying the tool.
• "I'd step in if it got unsafe." That is not an intervention point. Nobody else could apply it, including you, in the moment.
• Treating risk management as something that happens before engine start.
• Never having thought about the risk of instructing. You are about to spend your career sitting next to people who are about to do something wrong so that they can learn from it. That is a category of risk you have not carried before.
• Talking about hazardous attitudes as things other pilots have. You have at least one.

Not applicable as a flight lesson. But this is the lesson where you learn what an intervention threshold is and how to state one, and you will be assessed on it. Every flight lesson from lesson 10 onward has a real one written into it.

This lesson has no Video Slots. The stall and spin Clips are on lessons 31, 32, and 33, where this scenario comes back.

The base-to-final scenario returns in lesson 31, the spin ground lesson, and in lesson 33, the cross-controlled stall. Emergency and risk content deliberately appears in more than one phase of this program rather than being taught once and ticked off.