The risk analysis for any flight must not be fixed before departure with a single overriding decision. Threats evolve and change throughout any flight, continuously presenting new challenges due to the dynamics of weather, equipment, and fatigue. So it’s an error to envision (or teach) a single go/no-go decision. Risk management is continuous and dynamic, requiring the Perceive/Process/Perform framework.
Unfortunately, “a pilot in motion tends to stay in motion,” and once it is a “go” the threat awareness is often not as active as it should be. But every flight seems to have a few “surprises” that are not part of the original plan even on the best days. This uncertainty keeps flying exciting but also requires flexibility, resilience, and continuous awareness on the part of the pilot to assure safety. These are essential skills we need to both employ daily *and* build into every pilot-in-training for future safety.
An initial risk analysis like P-A-V-E should be an integral part of every flight – it is required in the current FAA ACS – but it’s often neglected on an average GA flight. As educators, we know our students will model our behavior, so it’s incumbent upon us to embrace a higher level of professionalism and make this a prominent part of every training flight. These cognitive risk management skills have historically been under-emphasized and show up often as weak areas on flight tests. In addition to the preflight analysis, every pilot-in-training should work through a real “risk management model” in a dynamic flight environment (created by the CFI). This is not only for their flight test but as a working tool for their future safety.
Due to short lessons, limited geography, and a focus on “efficiency” ($$) “real” experience in flight training is obviously rare. We just can’t go enough places and build enough time to realistically “gain unique 
experiences.”. So CFIs must use their “creative license” and generate scenarios to present these challenges. Here are some techniques from CFI-PRO™ to improve your effectiveness as an educator (and your client’s future safety). Scenarios add variety and challenge (without cost) if used appropriately. (Your comments and additions are encouraged below!)
Visualize the P-A-V-E elements and specific common challenges like sliders on a mixing board. Each variable is constantly in motion anyway, but a creative CFI can intervene and change the balance at will. Be subtle and creative, using realistic experiences from your personal experience to challenge your students. As a CFI you can dial up the challenge by suddenly creating too low fuel (the cap must have been off) or a pop-up TSM along the route. Try taking away the NAV source and see how their pilotage is working. The secret to success as an educator here is creating realistic challenges appropriate to the level of your pilot. Scenarios need to be manageable to create teachable challenges. Your end result should be some struggle but ultimate success leading to learning, mastery, and a confidence boost.
Have your pilot-in-training share their “mental model” as they work through their challenges and solutions to each problem your present. In debrief point out the various mental models available to maintain situational awareness while applying and testing a solution to the current problem. Make sure you clients understand that ADM involves achieving the best solution given the hand we are dealt; “satisficing.” A “perfect outcome” is often not possible, this is an optimizing game. Decision-making under pressure is the heart of aviation safety, and certainly something they will see on their flight test from a competent DPE. Scenarios and ADM are the heart of the current ACS.
Every professional aviation educator should be working to create fully qualified, capable aviators that exceed the FAA minimum standards. Too often DPEs see questionable “test takers” some CFI sent just hoping they will successfully “scape by.” A “70% pass” might be an “outcome” but should never be a “goal” in flight training. When the FAA issues a new pilot certificate, it is not limited to the small geographical area your pilot trained in or just good flight days you previously specified. Your new pilot can fly the whole USA for the rest of their lives on any day they like. I did have one (airplane owner) pilot take off the day after his test and circumnavigate the USA!
Next week we will discuss using simulator scenarios for the same purpose of building skills and flexibility. What a tool to create some struggle! Fly safely out there (and often).
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