直升机教员手册 Helicopter Instructor’s Handbook
时间：2014-11-10 08:35来源：FAA 作者：直升机翻译 点击：次
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To view this page ensure that Adobe Flash Player version 9.0.124 or greater is installed. Instructors should challenge and evaluate the student’s decision-making abilities. The intent is not to trick the student or demonstrate your superior knowledge, but rather to increase student ability to gather information, assess a situation, determine options, and choose a course of action. Defining the Problem The first step in the decision-making process is to define the problem, which begins with recognizing that a change has occurred or that an expected change did not occur. A problem is perceived first by the senses, then is distinguished through insight and experience. One critical error that can be made during the decision-making process is incorrectly defining the problem. Teach students to establish scanning or cross-checks. Do not allow an unusual finding to become a flight distraction, but do not ignore what may be an abnormal condition. For example, a rapidly falling engine tachometer reading could indicate the engine has failed, and an autorotation needs to be entered immediately. It could mean the engine tachometer has failed. The actions to be taken in each of these circumstances would be significantly different. One requires an immediate decision based upon training, experience, and evaluation of the situation; the latter decision is based upon an analysis. It should be noted that the same indication could result in two different actions depending upon other influences. Given this set of circumstances, we should immediately cross-check other instruments to verify our tachometer reading. By teaching our students to gather, identify and assess the information quickly we expect them to make the appropriate decision. In this case, if the engine rpm indication is decaying, but the rotor rpm is within the normal range, then the problem is the gauge. If the rotor rpm is decaying, then it is a power problem. Gathering all available information in a timely manner is a very important factor in defining the problem. In the first instance, if the engine failed, then the proper action would be to autorotate. On the other hand, if the rapidly falling engine tachometer reading was due to a failure of the engine tachometer, then the engine is still running. The helicopter is under power, and a landing under power could be accomplished. Choosing a Course of Action After the problem has been identified, the student must evaluate the need to react to it and determine the actions that may be taken to resolve the situation in the time available. The expected outcome of each possible action should be considered and the risks assessed before selecting a response to the situation. Implementing the Decision and Evaluating the Outcome Although a decision may be reached and a course of action implemented, the decision-making process is not complete. The decision-making process continues, eliminating some options and recognizing new options as conditions change. It is important that the instructor teach the student how to think ahead and determine how the decision could affect other phases of flight. As the flight progresses, encourage the student to continue to evaluate the outcome of the decision to ensure it is producing the desired result. Improper Decision-Making Outcomes Pilots sometimes get in trouble not because of deficient basic skills or system knowledge, but because of faulty decision-making skills. One realistic scenario involves a fuel gauge suddenly indicating near zero or empty. Should the pilot land and visually check the fuel tanks in the next safe area to land, or continue as planned and just consider it a gauge malfunction? The instructor should be teaching the pilot to evaluate the risk in landing to check the fuel state visually, instead of continuing the flight uninterrupted and just hoping that it is only the gauge system failing. What could be the consequences if the gauge were correct versus being failed? Although aeronautical decisions may appear to be simple or routine, each individual decision in aviation often defines the options available for the next decision the pilot must make and the options, good or bad, they provide. Therefore, it is important for the instructor to stress to the student that a poor decision early in a flight can compromise the safety of the flight at a later time. Emphasize the importance of making accurate decisions. Good decision-making early in an emergency provides greater latitude for options later on. FAA Resources FAA resources offer the instructor a variety of structured frameworks for decision-making that provide assistance in organizing the decision process. These models include but are not limited to the 3P, the 5P, the OODA, and the DECIDE models. All these models and their variations are discussed in detail in the Pilot’s Handbook of Aeronautical Knowledge chapter on aeronautical decision-making. [Figure 17-2] Whatever model is used, the instructor wants to ensure the student learns how to define a problem, recognize all feasible options available, choose a course of action, implement the decision, and evaluate the outcome (continuing the process if necessary). Remember, there is no one right answer in this process. Each student is expected to analyze the situation in light of experience level, personal minimums, and current physical and mental readiness level, and make his or her own decision. Human Factors Curiosity: Healthy or Harmful? Curiosity is another human trait that kills. Airmen should be taught to control their curiosity until they land unless they wish to be test pilots and perform the standard risk management operations prior to the test flight! Children tend to reply, “I don’t know” when asked why they did something foolish because they really do not know that they succumbed to a burning curiosity about what would happen if they took the action. Humans are born curious and are always looking to see what is over the next hill or wave. That innate drive can make us bored or unhappy with what we have because we do not know what is “over there.” Whether it is a new country, planet, or just a different recipe for a new taste, we are curious explorers. |
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