Originally Posted by
Big Pistons Forever
Fred.kite
OK, then please describe how you would teach a 15 hour student to prepare them for an EMATO. I am particularly interested in the specific instructions you would give them.
I am also interested in your statement that partial power events are "Very easy to teach". I fully agree with your contention that these type of failures are more common than complete loss of power but because they can manifest themselves in many ways I personally find them more challenging to incorporate them in in exercises in meaningful and realistic ways.
Thank you. We are drifting off the original topic, which was the briefing. Teaching EMATO is a separate matter.
If you look back over my posts, you'll see I'm not engaging in the classic forum style of 'I am right and you are wrong.' This is because I am genuinely interested in teaching and learning, and I'm fascinated by how you all approach the briefing exercise. However, I am suggesting that you may want to look at things differently.
So, BPF, may I ask you: How could you improve upon the briefing you gave? Perhaps you feel it doesn't need improvement, which is fine.
I've attempted to facilitate a different answer from each of you. You are all very experienced and knowledgeable, but so too are many of the pilots who have catastrophic accidents. Experience has a downside as well. Think of your experience as being like a turbine blade: the more hours it flies, the closer it comes to breakdown and failure! This of course applies to me too, but perhaps I have just taught myself to be more aware of it.
I’ve attempted to drop a few clues: wood for the trees, history, outdated, and noise abatement. A few other posters have also dropped hints. Beagle, for instance, stated, 'Do you really expect them to remember all that?' This man has enormous experience!
The key word here is DIFFERENCE!
BPF, you mentioned human factors. Here are some examples:
We all suffer from cognitive biases. We don’t handle the possibility of being wrong well; we prefer to be right rather than wrong.
When I debrief a student, I could list everything they did wrong, pat them on the head, and say, 'See you next week.' That’s called flying instruction. Or, I could attempt to teach them by encouraging them to think about what they could have done better or differently. Encouraging them to discover their own mistakes makes them feel much better about those mistakes, and the big plus is that it tells me how they are processing and thinking about what I’ve taught them. That’s called teaching! I want to develop judgment, not resentment!"
Same here!