Instructors should consider using scenarios to evaluate pilot risk management proficiency. The scenario should be constructed in a way that mirrors the pilot’s typical operating profile. However, if the pilot plans to change that operating profile, the instructor should discuss or evaluate the pilot’s ability to address any potential new risk management issues. For example, a pilot usually operates flights between rural airports in Class E airspace, but is soon planning to begin flying regularly to a location in Class B airspace. In this case, the instructor should address the operating requirements, such as Mode “C” and ADS-B, and the environmental risk factors related to Class B operation.

Pilots who are already certificated conduct most of their flights without an instructor present. As an instructor, you should encourage them to practice effective risk management on all their flights.

Realistically, pilots will not always follow the risk management procedures discussed in this chapter. Instructors should encourage pilots to scale their risk management procedures to match the complexity of the flight. For example, for a local flight, it is acceptable to use an abbreviated risk management protocol using the PAVE acronym to briefly review the major elements of potential risk. However, for longer or more complex flights it may be desirable to complete a FRAT. A key objective for instructors is to provide risk management guidance that will allow pilots to think of risk management intuitively, as a part of the preparation for every flight and continuously while the flight progresses.

Instructors may encounter pilots who fly professionally. Many professional pilots operate as a crew and receive ongoing and recurrent training at a Part 142 training center. Instructors who work in classrooms or simulators at such a facility will likely be proficient in subjects such as crew resource management (CRM). They may also be exposed to other training and operating concepts, such as threat and error management (TEM), which has similar elements to risk management.

Instructors may encounter professional pilots who own their own aircraft and fly them outside of their professional environment. An instructor who provides transition or other flight instruction services to professional pilots should emphasize risk management as part of the training. Pilots who operate professionally as a crew may not be used to operating as a single-pilot, without the support infrastructure of their professional employer. Their risk management responsibilities may need adaptation to flying their own aircraft.

Instructors know the need to manage risk during flight instruction. The risk management techniques are the same as taught to learners, however, there are a few hazards that are unique to flight instruction. The resulting risk can be identified, assessed, and mitigated. For example:

In flight, instructors can manage risk by constantly being aware of potential risk elements and managing them in real time. To do this, the instructor needs to maintain situational awareness of pertinent information, not only of the state of the aircraft, the surrounding traffic, the weather, the airspace, and the surrounding area; but also what the learner is doing and planning to do.

The best process for analyzing flight instruction risks is to identify them as you would on any other flight, using the PAVE acronym. There may be many potential risks to conducting flight instruction. The examples below are only meant to be representative. Instructors should always conduct a risk analysis prior to providing instruction.

This category involves both qualification and aeromedical risks. From a qualification perspective, instructors know that the learner will generally be less proficient than the instructor. Instructors may also have qualification, currency, and proficiency issues. Instructors should be familiar with aircraft, avionics, and procedures. Any unfamiliarity creates a hazard. The aeromedical risks require the instructor to be tuned in to not only his own aeromedical state, but that of the learner.

During flight instruction, pilot risk includes both the learner pilot and the instructor pilot. The instructor needs to be prepared for the learner to make mistakes such as those listed in the Airplane Flying Handbook. The risks of these mistakes can be mitigated by being proactive in planning activities based on current conditions, and by allowing enough time and space both to allow the learner to practice and to allow the instructor to take over control of the aircraft before the situation deteriorates beyond the instructor’s ability to fly the aircraft.

Aircraft used in flight instruction may not always be under the direct control and maintenance supervision of the instructor, resulting in the instructor not being aware of inoperative systems and equipment or overdue inspections. For two-place trainer aircraft, payload is often limited, requiring a reduction in the amount of fuel carried. Performance may also be marginal in high density-altitude situations.

The airspace used for flight training and practice may be crowded, creating a potential collision hazard. Many areas of the country where flight instruction is conducted often have restricted visibility due to haze, pollution, or other factors that aggravate a potential collision hazard. Airspace in these areas may also be complex and subject to restrictions. Conducting certain maneuvers can also create hazards and potential risks. For example, practicing full stalls can result in inadvertent spins. Simulated engine failures, if performed incorrectly, can and have created real emergencies and caused accidents. Practice approaches without ATC surveillance can concentrate aircraft along the same path.