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. 1. Recognition of a work overload situation is an important component of managing workload. . The first effect of high workload: the pilot may be working harder but accomplishing less. . As workload increases, attention cannot be devoted to several tasks at one time and the pilot may begin to focus on one item. . When a pilot becomes task saturated, there is no awareness of input from various sources, so decisions may be made on incomplete information, and the possibility of error increases. 2. When a work overload situation exists, a pilot needs to: . Stop, . Think, . Slow down, and . Prioritize. It is important for the student to understand how to decrease workload. Encourage him or her to learn how to place a situation in the proper perspective, remain calm, and think rationally. Explain that these are the key elements in reducing stress and increasing the capacity to fly safely. Remind the student this ability depends upon experience, discipline, and the training that they are in the process of receiving. Situational Awareness Many definitions of situational awareness exist. For the beginning pilot it is most likely placing a term on a preexisting, subconscious practice. No two individuals share exactly the same degree of situational awareness. Some people seem to be aware of almost everything that is going on around them, while others seem oblivious to anything except the single task at hand. As instructors, we try to instill safety by teaching the student situational awareness through heightening of their senses and broadening student awareness before, during, and after flight. While there are many techniques and learning tools available, one of the most commonly used is found in the Pilot’s Handbook of Aeronautical Knowledge (PHAK). The PHAK provides an aviation directed tool that instructors may use for new pilots: the acronym PAVE. PAVE is composed of four fundamental risk elements for flight: Pilot, Aircraft, EnVironment, and External pressures. Explain that situational awareness is knowing what is going on during the flight. Use the monitoring of radio communications for traffic, weather discussion, and ATC communication to demonstrate to the student how these resources enhance situational awareness by helping the pilot develop a mental picture of what is happening. Discuss with the student how maintaining situational awareness requires an understanding of the relative significance of all flight-related factors and their future impact on the flight. When a student understands what is going on and has an overview of the total operation, he or she is not fixated on one perceived significant factor. Stress that it is important not only to know the aircraft’s geographical location but also to understand what is happening around it. Provide the student with scenario-based training, which enhances the student’s ability to maintain situational awareness and uses all of the skills involved in ADM. Obstacles to Maintaining Situational Awareness Explain to the student that fatigue, stress, complacency, and work overload can cause a pilot to fixate on a single item perceived as important and reduce overall situational awareness of the flight. Discuss how a factor contributing to many accidents is distraction that diverts the pilot’s attention from monitoring the instruments or scanning outside the aircraft. NTSB accident records offer flight instructors many examples of loss of situational awareness that can be used for training purposes. Impress upon the student how easily a minor problem, such as a gauge that is not reading correctly, can result in an accident. The pilot diverts attention to the perceived problem and neglects to properly control the aircraft. Operational Pitfalls Operational pitfalls [Figure 17-8] are routinely underemphasized. Instructors have the ability to influence and impact future generations of aviators through their instructional techniques and practices. While we frequently refer to the operational pitfalls as present for most aviation occupations, we fail to highlight the results of making these mistakes. The NTSB database (http://ntsb.gov/ntsb/query.asp) is one of the greatest tools available to instructors when discussing operational pitfalls with new pilots. Conducting queries of helicopter accidents and incidents provides factual, aviation- related events that can be directly associated with the specific pitfalls outlined in Figure 17-8. For instance, when discussing loss of positional or situational awareness, a query of the NTSB database presents an incident that occurred in January 2004 (NTSB Identification: MIA04CA048). While taxiing a helicopter for an upcoming early morning flight, the helicopter’s left skid contacted a hedge bush row, causing the helicopter to roll onto its left side (dynamic rollover). Additional investigation discovered an expired biennial review. This simple, yet costly, error provides the opportunity to discuss many aviation topics. Was the accident due to lack of situational awareness or the mindset of the pilot? Perhaps there was an element of fatigue involved or a perceived sense of urgency or get-there-itis. Follow-up discussion can include dynamic rollover and biennial review requirements. This one example is likely to leave a lasting impression on a new pilot. Instructors must take advantage of resources available to them not only to discuss these topics with new students, but to instill safety awareness in the minds of new pilots. If a climate of safety awareness is achieved, perhaps we can reduce the number of or even eliminate incidents/accidents and needless fatalities in helicopters with pilots of all experience levels. While discussing each pitfall, begin with the classic behavioral traps, into which pilots have been known to fall, that lead to accidents. Talk about the tendency of pilots, particularly those with considerable experience, who always try to complete a flight as planned, please passengers, and meet schedules. Warn the student that the desire to meet these goals can have an adverse effect on safety and contribute to an unrealistic assessment of piloting skills under stressful conditions. Encourage the student to learn how to identify and eliminate these operational pitfalls. [Figure 17-8] |
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