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2. TEACHING “ ADM ” Produced by Larry Prentiss Safety Program Manager Dallas Flight Standards District Office James B. Brownfield, Manager 2

3. Downloaded from www.avhf.com ADM REFERENCES Aeronautical Decision Making manual for Instructor Pilots Aeronautical Decision Making for Student and Private Pilots From the N.T.I.S. (National Technical Information Service) Library 1-800-759-4684 3

4. Downloaded from www.avhf.com THE INSTRUCTOR ’ S ROLE Setting a good example helps to develop good judgment and sound flying practices. Instructor as evaluator. Instructor as coach. How do you instruct as a coach? Use sound educational principles. 4

5. Downloaded from www.avhf.com BASIC EDUCATIONAL PRINCIPLES Behavior positively reinforced will continue. Behavior followed by punishment may decrease. 5

6. Downloaded from www.avhf.com HOW TO APPLY THESE PRINCIPLES Be very clear about learning objectives. In the beginning reinforce generously. Shift slowly from continuous to occasional reward. Shape existing behavior into desired behavior. 6

7. Downloaded from www.avhf.com SUMMARY Behavior positively reinforced will continue. Punishment does not help substitute the correct behavior for the error. Reinforce generously early on. Shift slowly to occasional reinforcement. Shape existing behavior to desired behavior. 7

8. Downloaded from www.avhf.com DECISION MAKING CONCEPTS Traditional training emphasizes the aircraft and flight environment. ADM training focuses on the additional need for accurate and complete self knowledge. 8

9. Downloaded from www.avhf.com OBJECTIVES To teach the student to think more carefully and thoroughly about his or her attitudes and behaviors. Instructors should know new terminology before initiating any instruction. Students should learn the terms and concepts. 9

10. Downloaded from www.avhf.com KEY POINTS EARLY IN GROUND SCHOOL Pilot Aircraft Environment Operation Situation ADM process 10

11. Downloaded from www.avhf.com THE ADM PROCESS Identifying attitudes hazardous to safe flight. Learning behavior modification. Learning how to recognize and cope with stress. Developing risk assessment skills. Considering all resources available. Evaluating effectiveness of ADM skills. 11

13. Downloaded from www.avhf.com TEACHING BEHAVIORAL ASPECTS OF ADM Objectives: Three approaches are used to improve pilot judgment and decision making skills. Analytical method for making decisions and evaluating risk. Address hazardous attitudes and substitute ones that promote good judgment. Overcome high stress that reduces judgment and decision making abilities. 13

14. Downloaded from www.avhf.com DESCRIPTION OF MATERIAL Balancing Risk While Flying Self Assessment of Hazardous Attitudes Identify Five Hazardous Attitudes Antidotes for Hazardous Attitudes Recognizing and Replacing Hazardous Attitudes Identifying and Reducing Stress 14

15. Downloaded from www.avhf.com TEACHING THE APPLICATION EXERCISES Objectives: Apply academic decision making concepts with real world flight situations. Reinforce student understanding and appreciation of the importance of judgment training by integrating its concepts with real life examples. 15

16. Downloaded from www.avhf.com COMPLETION SCHEDULE Integrate “ Applying the Decision Making Concepts ” into the topics of the conventional ground training syllabus. 16

17. Downloaded from www.avhf.com DESCRIPTION OF MATERIAL Requires use of previously learned terms and concepts. Exercises test student ’ s judgment and decision making knowledge. Exercises stimulate learning by having to look for subject areas in “ real life ” flight situations. Use judgment training concepts to arrive at the best possible answer 17

18. Downloaded from www.avhf.com INFLIGHT INSTRUCTION Improve student judgment and decision making by combining ADM concepts with a series of “ hands on ” lessons. 18

19. Downloaded from www.avhf.com INTRODUCING THE LESSONS Assign “ activities ” designed to further develop students appreciation for ADM concepts based upon an actual preflight or inflight “ hands on ” experience. Use the subject area and ADM process concepts in giving positive reinforcement. 19

20. Downloaded from www.avhf.com WHEN TO BEGIN The student should be confident in controlling the aircraft during basic maneuvers. Suggested starting point is three flight lessons prior to solo. 20

21. Downloaded from www.avhf.com USING THE LESSON PLANS At least three lessons are needed to teach automatic reaction, problem solving, and repeated reviewing for a total of nine lessons. Each lesson should take no more than five minutes. One lesson per training flight. One training scenario may be covered on the same flight. 21

22. Downloaded from www.avhf.com PRINCIPLES OF LESSON DELIVERY Assign an activity to develop a specific decision making concept. Monitor the students behavior in terms of the objective. Praise correct behavior. Coach the student to correct errors. Encourage the student to maintain self awareness of hazardous attitudes and high stress levels. 22

23. Downloaded from www.avhf.com INDIVIDUAL LESSON CONTENT Objective Activity Observable Behavior Sought Reinforcement Making Corrections Student Debriefing 23

24. Downloaded from www.avhf.com USING THE TRAINING SCENARIOS Further encourage the use of judgment and decision making skills. Encourage self reliance by again providing coached practice. Set up situation to stimulate decision making process. Allow student to become skilled at recognizing and replacing hazardous and unsafe tendencies with good judgment. 24

25. Downloaded from www.avhf.com CAUTION Some scenarios may involve “ tampering ” with an aircraft to teach a point. Great care must be exercised to ensure the aircraft is not inadvertently operated in an unairworthy condition. Do not permit any violation of airspace, ATC instructions, or good operating practices during execution of the scenarios. 25

26. Downloaded from www.avhf.com QUESTIONS 26

27. Downloaded from www.avhf.com QUESTION 1 Good judgment and sound flying practices are developed by: A. Evaluating B. Setting a good example C. Coaching 27

28. Downloaded from www.avhf.com QUESTION 2 An instructor as coach: A. Helps to analyze student mistakes. B. Listens and responds constructively. C. Both A. and B. 28

29. Downloaded from www.avhf.com QUESTION 3 Punishment does not teach the student to substitute a correct response: A. True. B. False 29

30. Downloaded from www.avhf.com QUESTION 4 Behavior positively reinforced: A. May decrease. B. May have undesirable side effects. C. Will continue. 30

31. Downloaded from www.avhf.com QUESTION 5 Basic educational principles can be used to shape behavior. A. True. B. False. 31

32. Downloaded from www.avhf.com QUESTION 6 Reinforcement during early training should be: A. Generous. B. Minimal. C. Occasional. 32

33. Downloaded from www.avhf.com QUESTION 7 Conventional flight training focuses on A. Pilot. B. Aircraft and Environment. C. None of the above. 33

34. Downloaded from www.avhf.com QUESTION 8 ADM training focuses on: A. Pilot. B. Aircraft. C. Environment. 34

35. Downloaded from www.avhf.com QUESTION 9 The ADM process involves identifying ________ hazardous to safe flight. A. risks B. behavior C. attitudes 35

36. Downloaded from www.avhf.com QUESTION 10 Punishment helps to substitute the correct behavior for the error. A. True B. False 36

37. Downloaded from www.avhf.com ANSWERS 1. B. 2. C. 3. A. 4. C. 5. A. 6. A. 7. B. 8. A. 9. C. 10. B. 37

38. Downloaded from www.avhf.com THE END 38