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aircraft he was flying on this trip. After reaching his
destination, the pilot did not request refueling. Based
on his original calculations, he believed sufficient fuel
remained for the flight home.
• Fatigue/failure to recognize personal limitations—in
the presence of deteriorating weather, the pilot
departed for the flight home at 5:00 p.m. He did not
consider how fatigue and lack of extensive night flying
experience could affect the flight.
• Fuel exhaustion—with the aircraft fuel supply almost
exhausted, the pilot no longer had the option of
diverting to avoid rapidly developing thunderstorms.
He was forced to land at the nearest airfield
available.
On numerous occasions during the flight, the pilot could
have made decisions which may have prevented this incident.
8-15
However, as the chain of events unfolded, each poor decision
left him with fewer and fewer options. On the positive side,
the pilot made a precautionary landing at a time and place
of his choosing. VFR into IMC accidents often lead to
fatalities. In this case, the pilot landed his aircraft without
loss of life.
Teaching pilots to make sound decisions is the key to
preventing accidents. Traditional pilot instruction has
emphasized flying skills, knowledge of the aircraft, and
familiarity with regulations. ADM training focuses on the
decision-making process and the factors that affect a pilot’s
ability to make effective choices.
Timely decision-making is an important tool for any pilot.
The student who hesitates when prompt action is required,
or who makes the decision to not decide, has made a wrong
decision. Sometimes, sound ADM calls for going against
procedure. For example, in the event of an engine fire, the
pilot initiates an emergency descent. Some POHs call for
mixture to be enriched during an emergency descent, but what
if the powerplant is engulfed in flames? Emergencies require
the pilot to think—assess the situation, choose and execute
the actions that assure safety, not act in a rote manner.
It is important for flight instructors to teach students that
declaring an emergency when one occurs is an appropriate
reaction. Once an emergency is declared, air traffic control
(ATC) gives the pilot priority handling. 14 CFR Section 91.3,
Responsibility and Authority of the Pilot in Command, states
that “In an inflight emergency requiring immediate action,
the pilot in command may deviate from any rule of this part
to the extent required to meet that emergency.”
Flight instructors should incorporate ADM, risk management,
situational awareness, and SRM throughout the entire training
course for all levels of students. AC 60-22, Aeronautical
Decision Making, provides background references,
definitions, and other pertinent information about ADM
training in the GA environment. [Figure 8-7]
The Decision-Making Process
An understanding of the decision-making process provides
students with a foundation for developing ADM skills. Some
situations, such as engine failures, require a pilot to respond
immediately using established procedures with little time for
detailed analysis. Traditionally, pilots have been well trained
to react to emergencies, but are not as well prepared to make
decisions, which require a more reflective response. Typically
during a flight, the pilot has time to examine any changes that
occur, gather information, and assess risk before reaching a
decision. The steps leading to this conclusion constitute the
decision-making process. When the decision-making process
is presented to students, it is essential to discuss how the
process applies to an actual flight situation. To explain the
decision-making process, the instructor can introduce the
following steps with the accompanying scenario that places
the students in the position of making a decision about a
typical flight situation.
Defining the Problem
The first step in the decision-making process is to define
the problem. This begins with recognizing that a change has
occurred or that an expected change did not occur. A problem
is perceived first by the senses, and then is distinguished
through insight and experience. These same abilities, as well
as an objective analysis of all available information, are used
to determine the exact nature and severity of the problem.
One critical error that can be made during the decision-making
process is incorrectly defining the problem. For example,
　
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