Single Pilot Resource Management (SRM) And The CFI Applying SRM within the Practical Test Standards 2013/06/27 (I) PP Author: Harlow Vorhees (FAASTeam) Eric Cook, DPE and San Luis Obispo FAASTeam Representative FAASTeam POC: Kevin Clover, Operations Lead, Office Phone 562-888-2020 ; Presentation may be used by FPMs or Representatives at any Flight Instructor Open Forum. May also be used separately or in conjunction with other presentations to satisfy appropriate national business plan performance targets. This presentation is intended for CFIs and DPEs participating in the FAASTeam CFI Forums. The content is derived from the current FAA Private, Commercial, Instrument Pilot Practical Test Standards (PTS) and FAA publications such as the Aviation Instructor’s Handbook and Instrument Flying Handbook. Many airmen have had minimal exposure to this subject and we hope to improve understanding through a flexible format that encourages questions and group discussion. The content of the slides is limited to excerpts from the PTS and the presenter/facilitator is expected to discuss each segment and ask the group for their ideas on how to apply the concepts in training private, commercial, and instrument pilots. DPEs should be prepared to discuss how they evaluate it. Participants are expected to be somewhat familiar with the subject matter. SRM has been in the PTS for a year. CFIs should be teaching it and DPEs evaluating it already. For those who may need some further explanations, the Aviation Instructor’s Handbook (FAA-H-8083-9A), Chapter 9, Risk Management (available on line at www.faa.gov) has excellent coverage of the topic. CFI Open Forum FAASTeam June 27, 2013

OBJECTIVE Using the Private, Commercial, and Instrument Practical Test Standards as Reference, we will present Single Pilot Resource Management for Certificated Flight Instructors to assist them in understanding the subject and incorporating it in their lesson plans. This presentation is intended to be interactive and your questions and comments are welcome. Remind the audience that this is a CFI Forum (open meeting/discussion). This is not a lecture or a ground school, rather an opportunity to exchange ideas and learn from each other. Do not be afraid to ask questions or be intimidated by the content of the discussion.

What is Single Pilot Resource Management (SRM)? SRM is defined as the art and science of managing all resources (both onboard the aircraft and from outside sources) available to a single pilot (prior to and during flight) to ensure the successful outcome of the flight. (FAA-S-8081-14B Private Pilot PTS) This is the definition on page 12 of the Private Pilot Airplane PTS. We will now look at the 6 components of SRM. This is a broad definition and the PTS goes on to divide SRM into 6 sub components.

SRM SRM is about helping pilots to gather information and make decisions. It includes: Aeronautical Decision Making Risk Management Task Management Situational Awareness CFIT Awareness Automation Management These are the 6 elements of SRM listed in the Private Pilot, Commercial Pilot, and Instrument Practical Test Standards. All CFIs are responsible for these. As we proceed to discuss them, please ask questions or give our group ideas of how you teach these.

Aeronautical Decision Making (ADM) Use a sound decision making process (DECIDE, 3P) Recognize and Explain Hazardous Attitudes Decide and Execute an Appropriate Course of Action Explain the Elements of Risk Management to include: CFIT Awareness, Situational Awareness, Automation and Task Management These bullet points are directly from the Private Pilot PTS, Introduction Section Pages 12-16. Additionally, The Aviation Instructor Handbook, FAA-H-8083-9A has information for CFIs in Chapter 9, Risk Management. If this presentation is being given by a DPE or FAA Inspector, make a few comments on how you apply each of these during a test.

Risk Management Utilize Risk Management Tools to assess potential risk during both preflight and actual flight. Tools: PAVE, IMSAFE, Weather Reports and Forecasts, 5P Model How to Recognize and Mitigate Risks throughout the flight In the Aviation Instructor’s Handbook (Chap 9, 9-2) “Risk is defined as the probability and possible severity of accident or loss from exposure to various hazards, including injury to people and loss of resources” Risk management includes: identifying hazards (conditions, events, objects, circumstances); evaluation of the future impact of those hazards (severity and likelihood); and implementing mitigations (changes that eliminate or reduce risk to an acceptable level). Remind CFIs that new pilots must be taught how to manage risk in aviation. It must be integrated into each flight lesson and become a routine task. Give examples of how risk management is evaluated during the practical test. Mention that we will examine the tools such as PAVE, IMSAFE after we cover the 6 elements of SRM.

Task Management Prioritize various tasks associated with planning and executing of the flight. Complete tasks in a timely manner Avoid distractions Do not increase workload at critical times during flight. This deals with a pilot’s ability to show that he/she is “in charge” of the flight. The pilot should manage tasks and avoid saturation and overload. Mention that task management is an important safety element that allows a pilot to free up “brain space” that can be used for other purposes such as situational awareness and in flight risk management. When a pilot becomes “task saturated”, he or she will miss important cues and be at a real disadvantage. Task management is about using standard operating procedures (SOPs) and advance planning.

Situational Awareness The accurate perception and understanding of all factors and conditions within the 4 fundamental risk elements that affect safety before, during, and after flight. The 4 Risk Elements: Pilot Aircraft Environment External Factors The definition comes from the Aviation Instructor’s Handbook, Chapter 9, Page 9-9. The actual PTS covers specific circumstances that call for the pilot to be able to “state the current situation at any time during the flight” and to “explain” dangers, procedures, and other elements that are part of this concept. How do CFIs teach this? It most likely is a skill that develops with some time and experience. How do we evaluate it? It most likely will start to be evident in routine student pilot decisions and actions. Encourage CFIs to recognize good SA in their students and compliment them when they demonstrate it.

CFIT Awareness Accurate assessment of risks associated with terrain and obstacles Flight plan to avoid hazardous terrain and obstacles Be prepared for hazards in diversions Use current charts Knowledge of TAWS and GPWS if installed Be aware of aircraft performance issues Controlled Flight Into terrain Avoidance (CFIT). CFIs should take advantage of the law of primacy and make CFIT Awareness a core element in early instructional flights by pointing out terrain considerations and obstacles during all flights. Make sure students are aware of location and avoidance technique. This element must be covered early in cross country training. CFIs should employ scenarios in both preflight and inflight to train student pilots on how to maintain adequate terrain/obstacle clearance at all times.

Automation Management Must make effective use of automation features installed on the aircraft Autopilots and flight management systems Knowledge of Mode and Status Use in reducing pilot workload including normal and emergency situations Recognition of unanticipated modes and return to correct mode If it is installed in the aircraft, a pilot must have a satisfactory understanding of its use and be able to demonstrate competence in its operation. CFIs must have a thorough understanding of automation and must “train” students in their use. There is a tendency among some pilots to avoid the use of autopilots which is a personal choice. If one is installed, however and it can be used to enhance cockpit management or reduce workload, it is a safety device and that makes it a “resource”. DPEs might state their policy on requiring demonstration of autopilot/automation skills during testing. There are other examples of automation that may apply including GPS, NEXRAD, FMS, etc. We will now discuss some of the Tools used in Single Pilot Resource Management.

P.A.V.E. Pilot Aircraft enVironment External Pressures These are the 4 categories of flight where hazards and risk are found. The Aviation Instructor’s Handbook, Chapter 9, Risk Management calls PAVE a check list which might have pilots believe they should use it in the manner of an aircraft tool. In actuality, these are the 4 categories of risk associated with situational awareness and pilots should know that risk in aviation will be found in one of these fundamentals. Pilots should maintain awareness of each category and be able to identify any associated hazards. Examples: P If a pilot is fatigued, that represents a hazard that, once identified, can be mitigated by getting rest before flight. A If an aircraft service ceiling is near the height of terrain along an intended route, that represents a hazard that might be mitigated by selecting an alternate route. V Destination weather (environment) may be legal but below personal minimums representing a hazard that can be mitigated by an alternate means of transportation. E Arriving on time for an important event is an external pressure (hazard) that might cause a pilot to get in a hurry and overlook a critical safety factor. It can be mitigated by leaving sufficient time to avoid being hurried or having an alternate plan of action. CFIs need to teach these concepts to pilots and use realistic scenarios so that the pilot can experience the issues and practice actual risk management. Participating DPEs might discuss how they use PAVE in testing.

IMSAFE Illness Medication Stress Alcohol Fatigue Eating A pilot uses this checklist to make a self assessment to determine physical and mental readiness to fly. Awareness of these factors continue throughout flight and a pilot who becomes aware of an issue can recognize the associated dangers and make a suitable change in plans. All students should be taught IMSAFE and be prepared to use it on practical tests.

3p This is the process used in aeronautical decision making: Perceive Perform This describes a continual process where a pilot Perceives potential hazards (Situational Awareness) and then Processes them utilizing Risk Management. This involves assessing potential impact on safety how bad? How likely? If the risk is not acceptable, an alternate course of action must be selected. When the pilot selects the alternate, he/she will Perform it. At that point the 3P process resumes as the pilot continually evaluates risk factors in the 4 areas (PAVE). CFIs must teach students processes such as 3P and then have them use them during flight training.

5P Plan Plane Pilot Passengers Programming The Private Pilot PTS calls out the 5P Model under risk management and calls on pilots to be able to “Use” it. The Aviation Instructor’s Handbook describes 5P in Chapter 9 and calls on a pilot to “adopt a scheduled review of the critical variables at points in the flight where decisions are most likely to be effective. For instance the easiest point to cancel a flight due to bad wx is before the pilot and pax walk out to the airport.” The 5P model should be used in conjunction with PAVE, DECIDE, and 3P. It may prove confusing for new pilots and it should not be allowed to overload them with checklists or action items. It is an awareness tool that focuses a pilot on elements where aviation risks are to be found. It applies to Private, Commercial, and Instrument tests and applicants should be well versed on its “use”.

D.E.C.I.D.E. Detect Estimate Choose Identify Do Evaluate The DECIDE Model is a structured approach to Aeronautical decision making (Instrument Flying Handbook FAA-H-8083-15A). It is not described in the Aviation Instructor’s Handbook but it is in the Private Pilot PTS under Aeronautical Decision Making. The applicant can use it in a similar manner as the 3P Model. Detect: decision maker detects the fact that a change has occurred. Estimate: decision maker estimates the need to counter or react to the change. Choose: decision maker chooses a desired outcome in terms of success for the flight. Identify: decision maker identifies actions which could successfully control the change. Do: decision maker takes necessary action. Evaluate: decision maker evaluates the effect(s) of the action countering the change. Decide is a concept used to summarize the steps a pilot takes to make decisions. It is not intended to be used as a “checklist” by a pilot who is dealing with an emergency or a situation requiring prompt action. Rather, it is a mental process that a pilot follows in exercising judgment and maintaining safety during flight. This process is at the core of a DPE’s evaluation of SRM skills.

Hazardous Attitudes Anti Authority – Don’t tell me Impulsivity – Do something quickly Invulnerability – It won’t happen to me Macho – I can do it Resignation – What’s the use? Hazardous attitudes are addressed in the PTS under Aeronautical Decision Making and applicants are expected to know how these attitudes can effect decision making. All pilots are susceptible to experiencing hazardous attitudes and these can contribute to poor pilot judgment. Pilots should understand these attitudes and countermeasures that can be employed to deal with them. Note: Some may believe that hazardous attitudes are indicative of a “bad” or “dangerous” person. There are some individuals who are more prone to these attitudes and it they could be at a higher level of risk because of those traits. CFIs should present this subject in a positive manner emphasizing the remedies in the next slide that pilots can use to improve safety.

Antidotes for Hazardous Attitudes Anti Authority – Follow the rules they are usually right. Impulsivity – Not so fast. Think First. Invulnerability – It could happen to me. Macho – Taking chances is foolish. Resignation – I’m not helpless, I can make a difference. CFIs are encouraged to teach these antidotes to students and have them be able to recall and implement them when they detect a hazardous attitude. It is possible, if not likely, that a CFI may identify a hazardous attitude in a student during training and these may be teachable moments that will pay dividends later in a pilot’s career. We will now discuss Scenario Based Training.

Scenarios The Private, Commercial, and Instrument PTS now require the DPE to use “scenarios” to evaluate an applicant’s judgment and aeronautical decision making. A scenario gives the examiner an opportunity to test an applicant’s ability to “correlate” as opposed to demonstrating rote knowledge. Scenarios are now a part of the PTS. Examiners have discretion on their use and they may be very brief and simple or they could be quite involved. CFIs must prepare applicants for these exercises and we will proceed with a discussion to assist you in understanding their structure and use.

Scenario Based Training (SBT) A training method that uses a highly structured script of real world experiences to address aviation training objectives in an operational environment. (Aviation Instructor’s Handbook FAA-8083-9A, Chapter 6 Planning Instructional Activity) Many CFIs have not read the latest version of the handbook that was released in 2008. We recommend you review Chapter 6 and become familiar with the components of SBT and use them as you see fit in your development of lesson plans. They are clearly helpful in training new pilots in risk management. For the purpose of this presentation, lets look at the basics of a scenario and how we might start using them in preparation for practical tests.

What is a Scenario? A script that will prompt a student to analyze conditions, make decisions, and take actions. Developed by the CFI who’s role is to supervise and evaluate the outcome. The student should be allowed to “execute” it on his/her own. The outcome should be evaluated by both student and CFI A scenario can be as simple as a unexpected weather condition during a flight or as complex as a flight mission involving passengers, time deadlines, and problems that are scripted to occur during the actual flight. Frequently there are more than 1 possible course of action or outcome. Sometimes there are really good outcomes, good outcomes, and acceptable outcomes. There can also be unacceptable outcomes where the decision or action results in an unsafe condition. These would result in an unsatisfactory outcome if they occurred on a practical test. The CFI must supervise the scenario and ensure that it is always conducted in a safe manner. It should be called off prior to an unsafe condition occurring. Students should be included in the evaluation because this will help the CFI evaluate the student’s understanding of the issues and will help direct further training. This concept, student self evaluation, is referred to as learner centered grading.

Group Discussion DPE Examples of Scenarios used during Practical Tests Questions This presentation is most effective if conducted or assisted by a DPE, an FAA Inspector, or a air crew evaluator. This is an opportunity for some free form discussion of how scenarios are planned and used during tests. Many DPEs report they have used scenarios for some period of time preceding their inclusion in the PTS. Many CFIs say the same thing. This discussion should focus on how they are “tested” and then how a CFI should prepare a student for a successful outcome. On the next slide, CFIs will be asked to comment on their own use of scenarios and exchange ideas that will help improve everyone’s knowledge.

Group Discussion CFI examples of Scenarios used in training When do you start introducing them? Flight Scenarios Non flight Scenarios How do we conduct scenario based training and not neglect the basics of airmanship and other important flight skills? Will this add time and expense to flight training? This is an opportunity to generate group input and discussion. The facilitator should encourage everyone to speaak up and make contributions. There may be other issues not covered by the slide.

Grading Scenario Performance How is this graded on a Practical Test? Discuss Pass Fail Criteria The Examiner’s role during a test scenario Completion of other PTS tasks during the scenario Ensuring the student/applicant is prepared This slide should be presented by the DPE or FAA Inspector and should emphasize the likelihood that there will be more than one acceptable performance standard for any particular scenario. In other words, DPEs do not have only one acceptable decision or action in mind. The goal is to evaluate risk management skills and fail criteria would involve decisions or actions resulting in unsafe conditions. As in any of the tasks on a PTS, CFIs should train students and conduct their own performance evaluations prior to recommending the candidate for the actual test.

Other PTS Considerations Ensure you are using the most current PTS Ensure the student/applicant is familiar with the PTS Know the Instructor Responsibilities Know the Special Emphasis Areas Review the Introduction There are reports of applicants who claim ignorance of the PTS. Some CFIs were not prepared for the introduction of Single Pilot Resource Management in June 2012. Some CFIs were not aware the Private/Airplane PTS was revised in May of 2013. How do you keep your PTS current. Have you considered using an electronic tablet that receives updates from the FAA? This is a CFI responsibility and it is an expectation of a professional.

Additional CFI Activity This subject is targeted towards the PTS and new pilots. It can also help experienced pilots. CFIs should utilize SRM during flight reviews, Wings Program activity, and aircraft check outs. CFIs should encourage pilots who have lost currency to fly with instructors in between required reviews. Lets take these ideas to the experienced pilot community and include them in flight reviews and recurrent training flights. CFIs are encouraged to “sell” SRM as a safety tool and demonstrate how risk manaagement can reduce the chance of accidents. Encourage non current pilots to invest in an hour of dual to ensure they meet minimum proficiency standards. Encourage the use of personal minimums with experienced pilots and give them examples of scenarios that will prepare them to be safer pilots.

Conclusion The proper training of Single Pilot Resource Management knowledge and skills will result in a significant improvement in general aviation safety. CFIs and DPEs are the key to successful implementation of this program. Thank you all for your participation in our FAASTeam CFI Open Forum Program today. Conclude the presentation and thank attendees. Give credit/thanks to anyone who assisted.