North Florida FSDO
Instructor Professionalism
CFI Special Emphasis Program
Training Accident Statistics
Risk Management
Teaching Judgment
Presented to: Designated Pilot Examiners
By: Dennis H. Whitley, FAASTeam
Date: January 31, 2013
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Federal Aviation
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Professional
A professional is a person who is paid to
undertake a specialized set of tasks and to
complete them for a fee. The traditional
professions were doctors, engineers, lawyers,
architects and commissioned military officers.
Today, the term is applied to nurses,
accountants, educators, scientists, technology
experts, social workers, artists,
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Professional
A professional is a person who is paid to
undertake a specialized set of tasks and to
complete them for a fee. The traditional
professions were doctors, engineers, lawyers,
architects and commissioned military officers.
Today, the term is applied to nurses,
accountants, educators, scientists, technology
experts, social workers, artists,
And - Flight Instructors !!!
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Professional
A professional is a person who is paid to
undertake a specialized set of tasks and to
complete them for a fee. The traditional
professions were doctors, engineers, lawyers,
architects and commissioned military officers.
Today, the term is applied to nurses,
accountants, educators, scientists, technology
experts, social workers, artists,
And - Designated Pilot Examiners   
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Attitude Indicators
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Attitude Indicators
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Attitude Indicators
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Attitude Indicators
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Attitude Indicators
Professional
Not So Pro
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Types of Flight Instructors
KXXX
KXYZ
KTPF
141/142
Backyard / Restaurant Instruction
Good Old Boy Flying Ranch
Flight Inc.
Pro Flight Corp.
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Types of Flight Environments
Wimauma
KTPF-KLAL
KVDF-KPDK
KTPA-KATL
C-140
C-172
KA-200
B737
VFR Weekends
VFR Week days
LO or HI Airways
RNP DP
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Flight Instructor
Special Emphasis Program
The North Florida FSDOs have oversight
responsibility for the largest volume of flight
training and pilot certification activity within the
purview of the Federal Aviation Administration
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Florida FSDO Borders
Alabama
FSDO SO09
North Florida
FSDO
SO15 & SO35
South Florida
FSDO SO19
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Tampa – 33617 - 25NM Radius=
8081 Pilots
North Florida
FSDO SO35
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Tampa – 33617 - 25NM Radius=
1684 Inst.
North Florida
FSDO SO35
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How many pilot certificates were issued in the
North Florida Area last year?
?
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How many pilot certificates were issued in the
North Florida Area last year?
16,700
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FLIGHT INSTRUCTOR
SPECIAL EMPHASIS PROGRAM
In response to a high number of aircraft accidents and
incidents involving flight training aircraft, the Orlando
and Tampa FSDO along with the FAA Safety Program
Managers initiated the first Flight Instructor Special
Emphasis Program on September 1, 1998.
This program has evolved into one of the most
important activities conducted by the FAA Safety
Team or FAASTeam in the North Florida FSDO area of
responsibility. This has become a model for similar CFI
programs across the country.
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FLIGHT INSTRUCTOR
SPECIAL EMPHASIS PROGRAM
Designed to provide more direct and focused
FAA involvement with the Flight Training
Community.
• Accomplished in a positive, educationally
oriented manner.
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FLIGHT INSTRUCTOR
SPECIAL EMPHASIS PROGRAM
Program Goals
 Improve the quality of flight training within the
flight schools
 Increase awareness among flight instructors
of their instructional responsibilities
 Reduce the number of flight training
accidents and incidents
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FLIGHT INSTRUCTOR
SPECIAL EMPHASIS PROGRAM
Core Elements of Program





Initial Flight Instructor Certification
Flight Training Accident & Incident Investigations
Bi-weekly CFI/DPE Special Emphasis Meetings
Pilot Examiner Oversight
Part 141 Pilot School Oversight
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FLIGHT INSTRUCTOR
SPECIAL EMPHASIS PROGRAM
Requirements for renewal of Certificate.
• 8 Modules consisting of FAA specific
Certified Core Topics
• Each module 3 hours in duration
• 24 months to complete modules
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FLIGHT INSTRUCTOR
SPECIAL EMPHASIS PROGRAM
Requirements for renewal of Certificate.
• Registered on FAASafety.gov and
initialed attendance sheet
• Your attendance record signed by Facilitator
• Test sheet signed by Facilitator
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FLIGHT INSTRUCTOR
SPECIAL EMPHASIS PROGRAM
•
Module #7
Wednesday-Jun 30th 2010
Tampa FSDO 6:30 PM
– Core Topic 13 - Effective Teaching
– Core Topic 14 – Industry training Standards
•
Module #8
Wednesday-Sep. 29th 2010
Tampa FSDO 6:30 PM
– Core Topic 15 - Runway Incursions
•
Module #1
Wednesday-Dec. 29th 2010
Tampa FSDO 6:30 PM
– Core Topic 1 - The FAA Safety Team
– Core Topic 2 - Pilot Proficiency Wings Program
•
Module #2
Wednesday-Mar 30th 2011
Tampa FSDO 6:30 PM
– Core Topic 3 - Technically Advanced Aircraft
– Core Topic 4 - GPS Navigation
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FLIGHT INSTRUCTOR
SPECIAL EMPHASIS PROGRAM
•
Module #3
Wednesday-Jun. 29th 2011
Tampa FSDO 6:30 PM
– Core Topic 5 - IACRA
– Core Topic 6 – Sport Pilot
•
Module #4
Wednesday-Sep. 28th 2011
Tampa FSDO 6:30 PM
– Core Topic 7 - TSA
– Core Topic 8 – Security related Special Use Airspace
•
Module #5
Wednesday-Dec. 28th 2011
Tampa FSDO 6:30 PM
– Core Topic 9 - Safety trends in GA
– Core Topic 10 - Risk Management
•
Module #6
Wednesday-Mar. 28th 2012
Tampa FSDO 6:30 PM
– Core Topic 11 - Takeoff / Ldg / Low Altitude maneuvering
– Core Topic 12 – Aircraft Operational Limitations
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FLIGHT INSTRUCTOR
SPECIAL EMPHASIS PROGRAM
FAA Safety Team (FAASTeam) Support






“CFI / DPE Special Emphasis Program” Meetings
Web Site: FAASafety.gov
LAL FAA Safety Center Presentations
Web Site: http://www.faa.gov/fsdo/orl
FAASTeam CFI Workshop National Program
Web Site: http://www.faa.gov/tv
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FLIGHT INSTRUCTOR
SPECIAL EMPHASIS PROGRAM
The Program has demonstrated that a
PARTNERSHIP
between the FAA and the Flight Training Community can
ACHIEVE REMARKABLE RESULTS
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Accident & Incident Analysis
The Orlando and Tampa FSDO has carefully analyzed
386 flight training accidents & incidents occurring
within the district since the beginning of FY 1999 to
determine:
• Causal Factors
• Trends
• Training Deficiencies
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ORLANDO FSDO ACCIDENT & INCIDENT
SUMMARY
FLIGHT TRAINING ACCIDENTS & INCIDENTS
1998
60
1999
38
2000
24
2001
28
2002
22
2003
18
2004
12
2005
18
2006
25
2007
30
2008
44
2009
24
2010
32
2011
33
2012
17
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FY 2007 ACCIDENT & INCIDENT DETAILED
SUMMARY
OCCURRENCE
STUDENT & CFI
COLLISION ON GND
GO AROUND (single eng.)
HELO HOVER
HELO SLOPE LND
HELO AUTOROTATION
WAKE TURBULENCE
FUEL EXHAUSTION
HARD LANDING (180 accu. lnd.)
GEAR-UP
LANDING (loss of control)
SOLO STUDENT
1
1
3
1
1
1
1
1
3
2
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14
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FY 2008 ACCIDENT & INCIDENT DETAILED
SUMMARY
OCCURRENCE
STUDENT & CFI
COLLISION ON GND
TAKEOFF
HARD LANDING
GEAR-UP
GEAR DOWN WATER LANDING
HELO HARD LANDING
HELO AUTOROTATION
HELO GROUND VIBRATION
UNLATCHED CANOPY / DOOR
SR-20 BRAKE FIRE
WATER IN FUEL
LANDING (loss of control)
1
SOLO STUDENT
3
3
2
6
1
1
1
1
1
2
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1
1
1
19
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FY 2009 ACCIDENT & INCIDENT DETAILED
SUMMARY
OCCURRENCE
STUDENT & CFI
COLLISION ON GND
HARD LANDING
GEAR-UP
HELO (dynamic rollover)
HELO (hard landing)
FUEL EXHAUSTION
STALL / SPIN
TAKEOFF (loss of control)
GLIDER (off airport landing)
LANDING (loss of control)
1
3
6
SOLO STUDENT
1
1
1
1
1
1
1
2
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FY 2010 ACCIDENT & INCIDENT DETAILED
SUMMARY
OCCURRENCE
STUDENT & CFI
COLLISION ON GND
HELO (hard landing)
FUEL MISMANAGEMENT
GEAR-UP
TAKEOFF (loss of control)
LANDING (loss of control)
SOLO STUDENT
1
3
1
4
6
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1
15
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FY 2011 ACCIDENT & INCIDENT DETAILED
SUMMARY
OCCURRENCE
STUDENT & CFI
COLLISION ON GND
STALL / SPIN
FUEL EXHAUSTION
HELICOPTER AUTOROTATION
HELICOPTER GRASS FIRE
GEAR-UP
LANDING (loss of control)
SOLO STUDENT
1
2
1
1
1
4
3
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FY 2012 ACCIDENT & INCIDENT DETAILED
SUMMARY
OCCURRENCE
STUDENT & CFI
COLLISION ON GND
HELICOPTER HARD LANDING
HELICOPTER DYNAM. ROLL.
GEAR-UP
ENGINE FIRE
HARD LANDING
ABORTED TAKEOFF
LANDING (loss of control)
1
2
1
2
1
2
0
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SOLO STUDENT
1
1
2
4
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Major Contributor to 2012 Event Reduction
Less Student Pilot Loss of Control During Landing Events
Year
Total Events
2007
2008
2009
2010
2011
2012
30
44
24
32
33
17
Student L.O.C.
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14
19
5
15
20
4
Ratio
47 %
43 %
21 %
47 %
61 %
24 %
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Other Major Contributors to ORL – TPA
Flight Training Accidents & Incidents
Student & CFI hard landings, gear-ups, & loss of control
Year
Total Events
2007
2008
2009
2010
2011
2012
2013
30
44
24
32
33
17
4
Landing Events
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20
30
16
25
27
9
4
Ratio
67 %
68 %
67 %
78 %
82 %
52 %
100 %
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FY 2013 ACCIDENT & INCIDENT DETAILED
SUMMARY
OCCURRENCE
STUDENT & CFI
GEAR-UP
HARD LANDING
* during practical test
LANDING (loss of control)
SOLO STUDENT
1
1*
0
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Orlando - Tampa FSDO Efforts
Orlando and Tampa FSDO Inspectors, Pilot
Examiners, and Pilot Schools have worked
diligently to achieve a reduction in the number
of landing accidents and incidents occurring
during flight training within the District.
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Examiner Responsibilities
Examiner Special Emphasis Initiatives
• Place increased emphasis upon landings and goarounds during practical tests at all certificate levels.
• Place significant emphasis upon proper instructional
techniques and demonstration of landings and goarounds during flight instructor practical tests.
• Develop scenario based questions applicable to flight
instructor responsibilities associated with supervising
student solo flights.
• Test flight instructor “student error” intervention.
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Pilot School Responsibilities
Pilot School Special Emphasis Initiatives
•
•
•
•
Pre-solo stage checks by senior instructors
Additional supervised solo operations
Enhanced dual cross-country training
Supervised solo at cross-country destinations
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Flight Instructor /Student
Solo Responsibilities
If a student cannot perform the “Solo Checklist ”
functions without guidance or assistance from the
flight instructor, then the student is not ready to
solo
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Examiner Responsibility
If an applicant cannot perform the functions of the
“Solo Checklist ” during a practical test, then the
applicant fails the test.
All 10 items on the “Solo Checklist” are supported by
the applicable PTS and Airplane Flying Handbook
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Opportunities for Improvement
Examiner Special Emphasis Initiatives
• Place increased emphasis upon landings and gear
operation during practical tests at all certificate levels.
• Place significant emphasis upon proper instructional
techniques and demonstration of landings and gear
operations during flight instructor practical tests.
• Develop scenario based questions applicable to
landing gear system malfunctions.
• Test flight instructor “student error” intervention
associated with landings and landing gear operations.
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Flight Instructor / Student SOLO
Responsibilities
In order to solo, a student must be able to:
•
•
•
•
•
•
•
•
•
•
Make competent go / no-go decisions for every flight
Determine the location of all other traffic while in the pattern
Establish and maintain a stabilized approach
Determine wind direction and make proper control inputs
Manage energy so landings occur at the touchdown point
Land with and maintain proper pitch attitude
Keep the longitudinal axis parallel to and over the centerline
Keep the centerline between the main wheels during landing
Correctly respond to any abnormality or emergency
Communicate properly & effectively with other traffic or ATC
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Additional Examiner Responsibilities
Identify Training Deficiencies
Observe applicant’s seat position
Eye Level
Position of Feet on Rudders
Observe touchdown control movements
Proper Aileron Input for Crosswind
Elevator “Follow-through”
Automobile Driving “Negative Transfer”
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Identify Training Deficiencies
“The eye can’t see what the mind does not know”
De-brief all Applicants and their Recommending
Flight Instructors regarding Training Deficiencies
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Other Major Contributors to ORL – TPA
FSDO Flight Training Accidents & Incidents
Discussion focused on Student Loss of
Control during Landing Rollout
Add to discussion Student Solo or
CFI with Student
HARD LANDINGS
GEAR-UPS
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Opportunities for Improvement
Group Discussion
Recommendations
More PINK
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Opportunities for Improvement
More
Notices of Disapproval
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Opportunities for Improvement
Only 25 % of practical tests conducted by
Orlando FSDO DPEs are failed due to
unsatisfactory landing tasks
Discontinuity
Strictly apply PTS, “Solo Checklist”, and
Airplane Flying Handbook guidelines
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Opportunities for Improvement
Think PINK
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Risk Management: A Definition
The part of the decisionmaking process that relies on
• Situational awareness
• Problem recognition, and
• Good judgment
to reduce risks associated
with each flight.
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Teaching Risk Management
• Identifying hazards
• Assessing risk
• Understanding its
time-critical nature
• Including riskmanagement controls
in training
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Teaching Judgment
We’re trying to answer the
enduring questions:
• “Can you teach judgment?”
• “If yes, how?”
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Risk Management
Before you make decisions, you must:
1. Identify risk factors (hazards)
2. Assess their likelihood
3. Evaluate their severity
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Defining Terms: Hazard
• A present condition, event, object, or
circumstance that could lead to or
contribute to an unplanned or undesired
event such as an accident.
• Is it a source of danger?
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Defining Terms: Risk
The future impact of a hazard that is not
controlled or eliminated.
1. Future uncertainty created by the hazard.
2. If it involves skill sets, the same situation
may yield different risks.
3. Could also be described as the “degree of
uncertainty.”
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Types of Risk
• Total Risk: The sum of identified and unidentified
risks.
• Identified Risk: Risk that has been determined.
• Unidentified Risk: Often identified only after an
accident.
• Unacceptable Risk: Can’t be tolerated. Must be
eliminated or controlled.
• Acceptable Risk: Identified but managed.
• Residual Risk: Remains after mitigation attempts.
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Risk Management
• The method used to control, eliminate, or
reduce hazards.
• Unique to each individual based on skills,
knowledge, training, and experience.
• A decision-making process designed to
systematically identify hazards, assess risk,
and determine the best course of action.
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Risk Assessment
3 SM visibility—is it a risk?
•
•
•
•
For a student pilot?
100 hr VFR-only private pilot?
500 hr IFR pilot flying in the mountains
1,000 hr IFR pilot with 5 hr experience in a glass
cockpit?
• 1,500 hr ATP pilot flying in busy airspace?
Photo AOPA Gallery
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A Simple Test
Ask three basic questions:
• Is it legal?
• Is it safe?
• Does it make sense?
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FITS Website
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I’M SAFE Checklist
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FAASTeam CFI Workshop #5
Risk Management
Questions?
Comments?
Ideas?
Quiz time
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Risk Management Question #1
Which of the following are hazardous attitudes?
a) Tormenter
b) Macho
c) Recluse
d) Quarrelsome
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Risk Management Question #2
Effective workload management ensures that
essential operations are accomplished by
planning, prioritizing, and sequencing tasks.
True or False?
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Risk Management Question #3
Is it a “Hazard” or a “Risk” that is a present
condition, event, object, or circumstance that
could lead to or contribute to an unplanned or
undesired event such as an accident?
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Risk Management Question #4
An excellent tool in making good aeronautical decisions is
the D.E.C.I.D.E model. What are the six attributes of the
model?
a) Detect, Estimate, Choose, Identify, Do, Evaluate
b) Drop, Evacuate, Criticize, Indemnify, Decimate,
Exacerbate
c) Determine, Eliminate, Choose, Initiate, Divert, Evacuate
d) None of the above
Answers follow
~
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Risk Management Question #1
Which of the following are hazardous attitudes?
a) Tormenter
b) Macho
c) Recluse
d) Quarrelsome
Answer ~
b) Macho – Pilot’s Handbook of Aeronautical
Knowledge
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Risk Management Question #2
Effective workload management ensures that
essential operations are accomplished by
planning, prioritizing, and sequencing tasks.
True or False?
Answer ~
True – Pilot’s Handbook of Aeronautical
Knowledge
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Risk Management Question #3
Is it a “Hazard” or a “Risk” that is a present
condition, event, object, or circumstance that
could lead to or contribute to an unplanned or
undesired event such as an accident?
Answer ~
“Hazard” – Risk Management Handbook
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Risk Management Question #4
An excellent tool in making good aeronautical decisions is
the D.E.C.I.D.E model. What are the six attributes of the
model?
a) Detect, Estimate, Choose, Identify, Do, Evaluate
b) Drop, Evacuate, Criticize, Indemnify, Decimate,
Exacerbate
c) Determine, Eliminate, Choose, Initiate, Divert, Evacuate
d) None of the above
Answer ~
a) Detect, Estimate, Choose, Identify, Do, Evaluate
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