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quantity and pressure went to 0. The
landing was uneventful. With the emergency
equipment standing by and maintenance
working on the gear doors, we
started the APU to supplement cabin cooling.
Once the APU air was selected on,
the cabin began filling with smoke and
fumes. We immediately secured the APU
and ventilated the cabin…My gut feeling
was not to start the APU…however, this
was a line check by a check airman in the
jump seat and my intuition was influenced
by his suggestion to start the APU
to save fuel.” (# 235103)
Issue Number 7 13
Both reporters were uncomfortable
with the actions or suggestions of another
cockpit crewmember, but felt unable
to act due to their assigned “roles.”
Not all role reversal stories are problematic.
A crew with 2 of its 3 engines
running erratically and causing airframe
vibrations pulled it all together
and landed safely:
✍ “From a human factors standpoint,
2 Captains were flying plus a very experienced
S/O (retired Air Force). Both
Captains…deferred to each other, assessed
the situation with the S/O’s input
and all agreed how to resolve the problem.
It was refreshing to see cockpit resource
management work in an emergency
situation.” (# 247627)
CRM is not just for air carrier crews.
An instructor and student experiencing
a landing gear malfunction put their
heads together to land their aircraft
with minimum damage and no injury:
✍ “I solicited input from my student,
who is also a CFI. We elected to review
our checklist…in an effort to find any
items which might aid our effort to land
safely…and make decisions for
landing…The student and I planned our
landing sequence, and I instructed the
student to secure all objects in the airplane.
On downwind, the student latched
the door ‘ajar’…All engines, mixtures,
fuel selectors, ignition, electrical system
were turned off in accordance with checklists
and to prevent a fire hazard. Calmness
prevailed…Flight experience on the
part of both student and instructor contributed
to the decisions made during the
emergency.” (# 223725)
I’ve Got The Airplane!
Several instructors indicated that
they should have been on the controls
sooner than they did, sometimes even
at the start of a maneuver:
✍ “My student and I had drifted over
another aircraft that was on a simultaneous
approach course…I allowed my
student to deviate…instead of taking over
the aircraft with a verbal ‘my airplane!,’ I
let my student go too far.” (# 146237)
Know Thy Aircraft
Did I Do That?
An instructor’s lack of thorough
knowledge of the aircraft often resulted
in incorrect or improper use of
equipment. Mistakes included an improper
use of gear lever, flap switch,
and fire extinguisher. The following air
taxi training incident points to the potential
hazards of not being knowledgeable
about all the details of the
aircraft.
✍ “While conducting a training flight,
[I] induced a simulated power plant
failure…I had failed to turn the autocoarsen
off, a standard procedure for
simulating engine failure…Before I could
turn off the auto-coarsen computer, the
right prop went to full auto-coarsen. I was
concerned about the possibility of an
over-torque if I turned off the computer
…so I elected to shut down the right engine
and land single engine.” (# 144307)
Another reporter apparently knew
all the right procedures, but lack of
practice caused him to fail to perform
when he needed to.
✍ “[On start] we experienced an engine
fire. I…grabbed the fire extinguisher and
exited the plane. I couldn’t make the
extinguisher work, but the student was
able to use it and put out the fire. It never
occurred to me to read the directions on
the fire extinguisher or to keep cranking
the engine starter, even though this is
what we have all been told to do. We
have talked about this type of emergency
but never practiced it. Everyone should
read directions on the extinguisher [and]
know how to operate it. Walk through the
procedure with actual cranking of the
engine, turning off fuel, call for help, etc.
Do this like we practice engine failures.”
(# 213870)
General
Aviation
Instructors
and CRM
　
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