直升機(jī)教員手冊(cè) Helicopter Instructor’s Handbook
時(shí)間：2014-11-10 08:35來(lái)源：FAA 作者：直升機(jī)翻譯 點(diǎn)擊：次
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To view this page ensure that Adobe Flash Player version 9.0.124 or greater is installed. Origins of ADM and SRM For over 25 years, the importance of good pilot judgment, or ADM, has been recognized as critical to the safe operation of aircraft, as well as accident avoidance. Motivated by the need to reduce accidents caused by human factors, the airline industry developed the first training programs based on improving ADM. Called crew resource management (CRM), these programs focused on training flight crews on the effective use of all available resources: human resources, hardware, and information supporting ADM to facilitate crew operation and improve decision-making. The effectiveness of this training prompted the FAA to incorporate these concepts into training directed at improving the decision-making of pilots. It also led to current FAA regulations that require decision-making be taught as part of pilot training curriculum. The effectiveness of ADM training has been validated in independent studies in which student pilots received ADM training in conjunction with the standard flying curriculum. When tested, the pilots who received ADM training made fewer in-flight errors than those who had not. Contrary to popular opinion, good judgment can be taught. Building upon the foundation of conventional decision-making, ADM enhances the process to decrease the probability of human error and increase the probability of a safe flight. Many of the concepts utilized in CRM have been successfully applied to single-pilot operations which led to the development of SRM. Defined as the art and science of managing all the resources (both onboard the aircraft and from outside resources) available to a single pilot (prior to and during flight), SRM ensures the successful outcome of the flight. As mentioned earlier, this includes ADM, risk management, situational awareness (SA), task management, and CFIT awareness. SRM is about helping pilots learn how to gather information, analyze it, and make decisions. It helps the pilot assess and manage risk accurately and make accurate and timely decisions. For instance, give the new student tasks such as checking weather, determining weather sources and there content, and conduct performance planning for current and forecast conditions. Having the student perform these vital tasks is likely to instill confidence and, when reviewed by the instructor, provide a solid ADM foundation. Help the student identify hazards, report them, and explain why and under which circumstances they are applicable. After training, the student may not report them to anyone, but rather acknowledge their existence and make seasoned, rational risk management decisions concerning those hazards. This is the essence of risk management. A pilot should acknowledge hazards, determine risk factors, and develop risk mitigation plans. For example, a pilot notices a large rock has surfaced in the hover training area. The pilot should recognize the rock could cause a dynamic rollover accident. In this case, the pilot should report the rock to the airport authority and avoid the area until the rock is removed and the hole filled. The pilot should also remember the rock can be a hazard during mowing seasons. During mowing, pieces of the rock can be ejected from the mower like small missiles, damaging thin helicopter parts. In effect, you lead the student through the risk management process, which is much easier to comprehend at the planning table than in the air. At some point in the training, the instructor should begin to ask the student to evaluate situations, and determine if hazards are present and what results risk management analysis would yield. For aeronautical decision-making skills to be gained and developed, conclusions must be made and results determined. That is called experience. The Decision-Making Process The instructor needs to understand the basic concepts of the decision-making process in order to provide the student with a foundation for developing ADM skills. It is important to teach students how to respond to emergency situations, such as an engine failure, which requires an immediate response using established procedures with little time for detailed analysis. This type of decision-making is called automatic decision-making and is based upon training, experience, and recognition. Traditional instruction trains students to react to emergencies, but does not prepare the student to make decisions requiring a more reflective response through greater analysis. There is usually time during a flight 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. In many cases, decision-making is the filtering of options and accurate perception of the true conditions. For example, if the weather is at all questionable, cancel the flight and explain to the student that their lives are worth much more than getting training done in questionable weather and possibly risking an accident due to the conditions. Instructors can demonstrate decision-making skills through emergency training, required maneuvers or table discussion. Too often instructors “check the block;” that is, they have the student perform a series of tasks–without ever seeing the student exercise problem-solving skills. Have you ever participated in an academic evaluation with an evaluator asking, “What is the emergency procedure for an engine failure, for a hydraulic failure, for a high engine oil temp indication…” and so on? What is being evaluated? The answer is simple—the student’s ability to memorize emergency procedures and limitations. Provide system or mechanical indicators as part of a flight profile scenario that can be associated with a specific emergency or maneuver that is likely to be encountered. One example is teaching students to abort takeoffs. Although quick stops are taught as to how to stop, aborted takeoffs are rarely practiced with the judgment factor exercised. Instructors can evaluate or train this maneuver while evaluating the student’s decision-making process. |
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