直升機(jī)教員手冊(cè) Helicopter Instructor’s Handbook
時(shí)間：2014-11-10 08:35來源：FAA 作者：直升機(jī)翻譯 點(diǎn)擊：次
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To view this page ensure that Adobe Flash Player version 9.0.124 or greater is installed. Restrained curiosity can be healthy. Spontaneous excursions in aviation can be deadly. An airman musing “Let’s see how this works” should not tinker with the object of curiosity while in the air. Airmen should abide by established procedures until proper hazard assessment and risk management are complete. Pilot curiosity crashes modern aircraft just as it did early aircraft. A pilot may wonder how much he or she can fly or haul in one day. That curiosity leads to a personal challenge that may in turn lead to overloading the machine. The pilot may think of a method to improve production, but may neglect to factor in the design criteria for the machine, leading to unsafe overloads or fatigue. A pilot may decide not to act upon curiosity about something only after learning that another pilot’s action stemming from the same curiosity ended in tragedy. Instructors must be aware of not only their own curiosity but also the attitude and tendencies of their students. The tone of a student’s question can often be interpreted. For instance, one student may ask, “Is the maximum weight limit of this aircraft due to design or power limits?” This is a question that promotes further discussion or correlation of the limiting factors. Another student may ask, “You can exceed the maximum weight limit if you really need to, can’t you?” This student wants to push the envelope, and his or her curiosity may not be of a healthy nature. if left unchecked, curiosity can kill the pilot. Risk Management Risk management is a formalized way of dealing with hazards. It is the logical process of weighing the potential costs of risks against the possible benefits of allowing those risks to stand uncontrolled. It is a decision-making process designed to help the pilot identify hazards systematically, assess the degree of risk, and determine the best course of action. Once risks are identified, they must be assessed. The risk assessment determines the degree of risk (negligible, low, medium, or high) and whether the degree of risk is worth the outcome of the planned activity. If the degree of risk is “acceptable,” the planned activity may then be undertaken. Once the planned activity is started, consideration must then be given whether to continue. Pilots must have preplanned, viable alternatives available in the event the original flight cannot be accomplished as planned. Instructors play a critical role in developing the decision-making skills of new pilots. Observe various levels of and rates at which students acquire these skills. Some students seem very aware of their surroundings, and others focus solely on the task at hand. Additionally, all new pilots lack the experience base to identify potential hazards (such as a buzz in the pedals) or the options available to them. Instructors must share their knowledge and discuss options available to the student pilot. Hazard and risk mitigation are key terms in risk management. Define those terms for the student: . Hazard—present condition, event, object, or circumstance that could lead to or contribute to an unplanned or undesired event—like an accident. It is a source of danger. For example, binding in the antitorque pedals represents a hazard. . Risk—the future impact of a hazard that is not controlled or eliminated. It is the possibility of loss or injury. The level of risk is measured by the number of people or resources affected (exposure), the extent of possible loss (severity), and likelihood of loss (probability). . Mitigation—the effort to reduce loss of life and property by lessening the impact of disasters through proper planning and developing and implementing procedures. A hazard can be a real or perceived condition, event, or circumstance that a pilot encounters. Teaching the student how to identify hazards, assess the degree of risk they pose, and determine the best course of action form an important element of today’s flight training programs. For more information on risk management, refer the student to the Risk Management Handbook, FAA-H-8083-2. Assessing Risk It is important for the flight instructor to teach the student how to assess risk. Before the student can begin to assess risk, he or she must first perceive the hazard and attendant risk(s). Experience, training, and education help a pilot learn how to spot hazards quickly and accurately. Valuable information for instructors can be found on the NTSB web site, http://www.ntsb.gov/aviation/aviation. htm. Researching an accident and discussing the events that preceded it provide a real opportunity for an instructor to impart knowledge and insight to the new student pilot. Many accidents are due to the failure of the pilot to properly and/ or quickly assess the risk of a hazard. Additionally, applying the applicable circumstances that led up to the accident will aid in building the new pilot’s knowledge base. Associating the events and circumstances that led to an accident helps to build the new pilot’s knowledge base. Once a hazard is identified, determining the probability and severity of an accident (level of risk associated with it) becomes the next step. For example, the hazard of binding in the antitorque pedals poses a risk only if the helicopter is flown. If the binding leads to a loss of directional control, there is a high risk it could cause catastrophic damage to the helicopter and the passengers. The instructor helps the student identify hazards and how to deal with them by incorporating risk assessment into the training program. Every flight has hazards and some level of risk associated with those hazards. It is critical that students are able to: . Differentiate in advance between a low-risk flight and a high risk flight. . Establish a review process and develop risk mitigation strategies to address flights throughout the low to high risk range. . Determine low risk versus high risk by being educated on the primary causes, reactions, and final outcomes of failures caused by weather and aerodynamics. |
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