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Automation management is the demonstrated ability to control and navigate an aircraft by means of the automated
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systems installed in the aircraft. One of the most important concepts of automation management is knowing when to use it and when not to use it. Ideally, the goal of the flight instructor is to train the student until he or she has learned how to perform PTS maneuvers and procedures in the aircraft, using all the available automation and/or the autopilot. However, the flight instructor must ensure the student also knows how to turn everything off and hand fly the maneuver when the safety of the flight is threatened.
Advanced avionics offers multiple levels of automation, from strictly manual flight to highly automated flight. No one level of automation is appropriate for all flight situations, but in order to avoid potentially dangerous distractions when flying with advanced avionics, the student must know how to manage the course indicator, the navigation source, and the autopilot. It is important for a student to know the peculiarities of the particular automated system being used. This ensures the student knows what to expect, how to monitor for proper operation, and promptly take appropriate action if the system does not perform as expected.
At the most basic level, managing the autopilot means knowing at all times which modes are engaged and which modes are armed to engage. The student needs to verify that armed functions (e.g., navigation tracking or altitude capture) engage at the appropriate time. Automation management is a good place to practice the callout technique, especially after arming the system to make a change in course or altitude.Teaching Decision-Making Skills
When instructor pilots discuss system safety, they generally worry about the loss of traditional stick-and-rudder skills. The fear is that emphasis on items such as risk management, ADM, SRM, and situational awareness detracts from the training necessary in developing safe pilots.
It is important to understand that system safety flight training occurs in three phases. First, there are the traditional stick and rudder maneuvers. In order to apply the critical thinking skills that are to follow, pilots must first have a high degree of confidence in their ability to fly the aircraft. Next, the tenets of system safety are introduced into the training environment as students begin to learn how best to identify hazards, manage risk, and use all available resources to make each flight as safe as possible. This can be accomplished through scenarios that emphasize the skill sets being taught. Finally, the student is introduced to more complex scenarios demanding focus on several safety-of-flight issues. Thus, scenarios should start out rather simply, then progress in complexity and intensity as the student can handle the learning load.
A traditional stick-and-rudder maneuver such as short field landings can be used to illustrate how ADM and risk management can be incorporated into instruction. In phase l the initial focus is on developing the stick-and-rudder skills required to execute this operation safely. These include power and airspeed management, aircraft configuration, placement in the pattern, wind correction, determining the proper aim point and sight picture, etc. By emphasizing these points through repetition and practice, a student eventually acquires the skills needed to execute a short field landing.
Phase II introduces the many factors that come into play when performing a short field landing, which include runway conditions, no-flap landings, airport obstructions, and rejected landings. The introduction of such items need not increase training times. In fact, all of the hazards or considerations referenced in the short field landing lesson plan may be discussed in detail during the ground portion of the instructional program. For example, if training has been conducted at an airport that enjoys an obstruction-free 6,000-foot runway, consider the implications of operating the same aircraft out of a 1,800-foot strip with an obstruction off the departure end. Add to that additional considerations, such as operating the aircraft at close to its maximum gross weight under conditions of high density altitude, and now a single training scenario has several layers of complexity. The ensuing discussion proves a valuable training exercise, and it comes with little additional ground and no added flight 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.
　
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