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prioritize them.
Automation Management
Automation management is the demonstrated ability to
control and navigate an aircraft by means of the automated
9-16
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
　
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