• Downloading from the FAA website at www.faa.gov
• Purchasing print copies from the GPO, Pittsburgh, Pennsylvania, or via their official online bookstore at www.access.gpo.gov
The flight proficiency maneuvers listed in 14 CFR part 61 are the standard skill requirements for certification. They are outlined in the PTS as “areas of operation.” These are phases of the practical test arranged in a logical sequence within the standard. They begin with preflight preparation and end with postflight procedures. Each area of operation contains “tasks,” which are comprised of knowledge areas, flight procedures, and/or flight maneuvers appropriate to the area of operation. The candidate is required to demonstrate knowledge and proficiency in all tasks for the original issuance of all pilot certificates.
Figure 1-25. Examples of Practical Test Standards.
When To Take the Practical Test
14 CFR part 61 establishes the ground school and flight experience requirements for the type of certification and aircraft selected. However, the CFI best determines when an applicant is qualified for the practical test. A practice practical test is an important step in the flight training process.
The applicant will be asked to present the following documentation:
• FAA Form 8710-1 (8710.11 for sport pilot applicants), Application for an Airman Certificate and/or Rating, with the flight instructor’s recommendation
• An Airman Knowledge Test Report with a satisfactory grade
• A medical certificate (not required for glider or balloon), a Student Pilot Certificate, and a pilot logbook endorsed by a flight instructor for solo, solo cross-country (airplane and rotorcraft), and for the make and model aircraft to be used for the practical test (driver’s license or medical certificate for sport pilot applicants)
• The pilot log book records
• A graduation certificate from an FAA-approved school (if applicable)
The applicant must provide an airworthy aircraft with equipment relevant to the areas of operation required for the practical test. He or she will also be asked to produce and explain the:
• Aircraft’s registration certificate
• Aircraft’s airworthiness certificate
• Aircraft’s operating limitations or FAA-approved aircraft flight manual (if required)
• Aircraft equipment list
• Required weight and balance data
• Maintenance records
• Applicable airworthiness directives (ADs)
For a detailed explanation of the required pilot maneuvers and performance standards, refer to the PTS pertaining to the type of certification and aircraft selected. These standards may be downloaded free of charge from the FAA at www.faa.gov. They may also be purchased from the Superintendent of Documents or GPO bookstores. Most airport fixed-base operators and flight schools carry a variety of government publications and charts, as well as commercially published materials.
Who Administers the FAA Practical Tests?
Due to the varied responsibilities of the FSDOs, practical tests are usually given by DPEs. An applicant should schedule the practical test by appointment to avoid conflicts and wasted time. A list of examiner names can be obtained from the local FSDO. Since a DPE serves without pay from the government for conducting practical tests and processing the necessary reports, the examiner is allowed to charge a reasonable fee. There is no charge for the practical test when conducted by an FAA inspector.
Role of the Certificated Flight Instructor
To become a CFI, a pilot must meet the provisions of 14 CFR part 61. The FAA places full responsibility for student flight training on the shoulders of the CFI, who is the cornerstone of aviation safety. It is the job of the flight instructor to train the student pilot in all the knowledge areas and teach the skills necessary for the student pilot to operate safely and competently as a certificated pilot in the NAS. The training includes airmanship skills, pilot judgment and decision-making, and good operating practices.
A pilot training program depends on the quality of the ground and flight instruction the student pilot receives. The flight instructor must possess a thorough understanding of the learning process, knowledge of the fundamentals of teaching, and the ability to communicate effectively with the student pilot. Use of a structured training program and formal course syllabus is crucial for effective and comprehensive flight training. It should be clear to the student in advance of every lesson what the course of training will involve and the criteria for successful completion. This should include the flight instructor briefing and debriefing the student before and after every lesson. Additionally, scenario-based training has become the preferred method of flight instruction today. This involves presenting the student with realistic flight scenarios and recommended actions for mitigating risk.
Insistence on correct techniques and procedures from the beginning of training by the flight instructor ensures that the student pilot develops proper flying habits. Any deficiencies in the maneuvers or techniques must immediately be emphasized and corrected. A flight instructor serves as a role model for the student pilot who observes the flying habits of his or her flight instructor during flight instruction, as well as when the instructor conducts other pilot operations. Thus, the flight instructor becomes a model of flying proficiency for the student who, consciously or unconsciously, attempts to imitate the instructor. For this reason, a flight instructor should observe recognized safety practices, as well as regulations during all flight operations.
The student pilot who enrolls in a pilot training program commits considerable time, effort, and expense to achieve a pilot certificate. Students often judge the effectiveness of the flight instructor and the success of the pilot training program based on their ability to pass the requisite FAA practical test. A competent flight instructor stresses to the student that practical tests are a sampling of pilot ability compressed into a short period of time. The goal of a flight instructor is to train the “total” pilot.
Role of the Designated Pilot Examiner
The Designated Pilot Examiner (DPE) plays an important role in the FAA’s mission of promoting aviation safety by administering FAA practical tests for pilot and Flight Instructor Certificates and associated ratings. Although administering these tests is a responsibility of the ASI, the FAA’s highest priority is making air travel safer by inspecting aircraft that fly in the United States. To satisfy the need for pilot testing and certification services, the FAA delegates certain responsibilities to private individuals who are not FAA employees.
Appointed in accordance with 14 CFR part 183, section 183.23, a DPE is an individual who meets the qualification requirements of the Pilot Examiner’s Handbook, FAA Order 8710.3, and who:
• Is technically qualified
• Holds all pertinent category, class, and type ratings for each aircraft related to their designation
• Meets requirements of 14 CFR part 61, sections 61.56, 61.57, and 61.58, as appropriate
• Is current and qualified to act as PIC of each aircraft for which he or she is authorized
• Maintains at least a Third-Class Medical Certificate, if required
• Maintains a current Flight Instructor Certificate, if required
Designated to perform specific pilot certification tasks on behalf of the FAA, a DPE may charge a reasonable fee. Generally, a DPE’s authority is limited to accepting applications and conducting practical tests leading to the issuance of specific pilot certificates and/or ratings. The majority of FAA practical tests at the private and commercial pilot levels are administered by DPEs.
DPE candidates must have good industry reputations for professionalism, integrity, a demonstrated willingness to serve the public, and must adhere to FAA policies and procedures in certification matters. The FAA expects the DPE to administer practical tests with the same degree of professionalism, using the same methods, procedures, and standards as an FAA ASI.
Chapter Summary
&n
bsp; The FAA has entered the second century of civil aviation as a robust government organization and is taking full advantage of technology, such as Global Positioning System (GPS) satellite technology to enhance the safety of civil aviation. The Internet has also become an important tool in promoting aviation safety and providing around-the-clock resources for the aviation community. Handbooks, regulations, standards, references, and online courses are now available at www.faa.gov.
In keeping with the FAA’s belief that safety is a learned behavior, the FAA offers many courses and seminars to enhance air safety. The FAA puts the burden of instilling safe flying habits on the flight instructor, who should follow basic flight safety practices and procedures in every flight operation he or she undertakes with a student pilot. Operational safety practices include, but are not limited to, collision avoidance procedures consisting of proper scanning techniques, use of checklists, runway incursion avoidance, positive transfer of controls, and workload management. These safety practices are discussed more fully within this handbook. Safe flight also depends on Scenario-Based Training (SBT) that teaches the student pilot how to respond in different flight situations. The FAA has incorporated these techniques along with decision-making methods, such as aeronautical decision-making (ADM), risk management, and crew resource management (CRM), which are covered more completely in Chapter 2, Aeronautical Decision-Making.
Chapter 2
Aeronautical Decision-Making
Introduction
Aeronautical decision-making (ADM) is decision-making in a unique environment—aviation. It is a systematic approach to the mental process used by pilots to consistently determine the best course of action in response to a given set of circumstances. It is what a pilot intends to do based on the latest information he or she has.
The importance of learning and understanding effective ADM skills cannot be overemphasized. While progress is continually being made in the advancement of pilot training methods, aircraft equipment and systems, and services for pilots, accidents still occur. Despite all the changes in technology to improve flight safety, one factor remains the same: the human factor which leads to errors. It is estimated that approximately 80 percent of all aviation accidents are related to human factors and the vast majority of these accidents occur during landing (24.1 percent) and takeoff (23.4 percent). [Figure 2-1]
ADM is a systematic approach to risk assessment and stress management. To understand ADM is to also understand how personal attitudes can influence decision-making and how those attitudes can be modified to enhance safety in the flight deck. It is important to understand the factors that cause humans to make decisions and how the decision-making process not only works, but can be improved.
This chapter focuses on helping the pilot improve his or her ADM skills with the goal of mitigating the risk factors associated with flight. Advisory Circular (AC) 60-22, “Aeronautical Decision-Making,” provides background references, definitions, and other pertinent information about ADM training in the general aviation (GA) environment. [Figure 2-2]
History of ADM
For over 25 years, the importance of good pilot judgment, or aeronautical decision-making (ADM), has been recognized as critical to the safe operation of aircraft, as well as accident avoidance. The airline industry, motivated by the need to reduce accidents caused by human factors, developed the first training programs based on improving ADM. Crew resource management (CRM) training for flight crews is focused on the effective use of all available resources: human resources, hardware, and information supporting ADM to facilitate crew cooperation and improve decision-making. The goal of all flight crews is good ADM and the use of CRM is one way to make good decisions.
Research in this area prompted the Federal Aviation Administration (FAA) to produce training directed at improving the decision-making of pilots and led to current FAA regulations that require that decision-making be taught as part of the pilot training curriculum. ADM research, development, and testing culminated in 1987 with the publication of six manuals oriented to the decision-making needs of variously rated pilots. These manuals provided multifaceted materials designed to reduce the number of decision-related accidents. The effectiveness of these materials was validated in independent studies where student pilots received such training in conjunction with the standard flying curriculum. When tested, the pilots who had received ADM-training made fewer in-flight errors than those who had not received ADM training. The differences were statistically significant and ranged from about 10 to 50 percent fewer judgment errors. In the operational environment, an operator flying about 400,000 hours annually demonstrated a 54 percent reduction in accident rate after using these materials for recurrency training.
Figure 2-1. The percentage of aviation accidents as they relate to the different phases of flight. Note that the greatest percentage of accidents take place during a minor percentage of the total flight.
Figure 2-2. Advisory Circular (AC) 60-22, “Aeronautical Decision Making,” carries a wealth of information for the pilot to learn.
Contrary to popular opinion, good judgment can be taught. Tradition held that good judgment was a natural by-product of experience, but as pilots continued to log accident-free flight hours, a corresponding increase of good judgment was assumed. 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. ADM provides a structured, systematic approach to analyzing changes that occur during a flight and how these changes might affect the safe outcome of a flight. The ADM process addresses all aspects of decision-making in the flight deck and identifies the steps involved in good decision-making.
Steps for good decision-making are:
1. Identifying personal attitudes hazardous to safe flight
2. Learning behavior modification techniques
3. Learning how to recognize and cope with stress
4. Developing risk assessment skills
5. Using all resources
6. Evaluating the effectiveness of one’s ADM skills
Risk Management
The goal of risk management is to proactively identify safety-related hazards and mitigate the associated risks. Risk management is an important component of ADM. When a pilot follows good decision-making practices, the inherent risk in a flight is reduced or even eliminated. The ability to make good decisions is based upon direct or indirect experience and education. The formal risk management decision-making process involves six steps as shown in Figure 2-3.
Consider automotive seat belt use. In just two decades, seat belt use has become the norm, placing those who do not wear seat belts outside the norm, but this group may learn to wear a seat belt by either direct or indirect experience. For example, a driver learns through direct experience about the value of wearing a seat belt when he or she is involved in a car accident that leads to a personal injury. An indirect learning experience occurs when a loved one is injured during a car accident because he or she failed to wear a seat belt.
As you work through the ADM cycle, it is important to remember the four fundamental principles of risk management.
Figure 2-3. Risk management decision-making process.
1. Accept no unnecessary risk. Flying is not possible without risk, but unnecessary risk comes without a corresponding return. If you are flying a new airplane for the first time, you might determine that the risk of making that flight in low visibility conditions is unnecessary.
2. Make risk decisions at the appropriate level. Risk decisions should be made by the person who can develop and implement risk controls. Remember that you are pilot-in-command, so never let anyone else—not ATC and not your passengers—make risk decisions for you.
3. Accept risk when benefits outweigh dangers (costs). In any flying activity, it is necessary to accept some degree of risk. A day with good weather, for example, is a much better time to fly an unfamiliar airplane for the first time than a day with
low IFR conditions.
4. Integrate risk management into planning at all levels. Because risk is an unavoidable part of every flight, safety requires the use of appropriate and effective risk management not just in the preflight planning stage, but in all stages of the flight.
While poor decision-making in everyday life does not always lead to tragedy, the margin for error in aviation is thin. Since ADM enhances management of an aeronautical environment, all pilots should become familiar with and employ ADM.
Crew Resource Management (CRM) and Single-Pilot Resource Management
While CRM focuses on pilots operating in crew environments, many of the concepts apply to single-pilot operations. Many CRM principles have been successfully applied to single-pilot aircraft and led to the development of Single-Pilot Resource Management (SRM). SRM is defined as the art and science of managing all the resources (both on-board the aircraft and from outside sources) available to a single pilot (prior to and during flight) to ensure the successful outcome of the flight. SRM includes the concepts of ADM, risk management (RM), task management (TM), automation management (AM), controlled flight into terrain (CFIT) awareness, and situational awareness (SA). SRM training helps the pilot maintain situational awareness by managing the automation and associated aircraft control and navigation tasks. This enables the pilot to accurately assess and manage risk and make accurate and timely decisions.
SRM is all about helping pilots learn how to gather information, analyze it, and make decisions. Although the flight is coordinated by a single person and not an onboard flight crew, the use of available resources such as auto-pilot and air traffic control (ATC) replicates the principles of CRM.
Pilot's Handbook of Aeronautical Knowledge (Federal Aviation Administration) Page 7
