During a lesson, workload can be gradually increased as the instructor monitors the learner’s management of tasks. The instructor  should ensure that the learner has the ability to recognize a work overload situation. When becoming overloaded, the learner should  stop, think, slow down, and prioritize. It is important that the learner understand options that may be available to decrease workload.  For example, locating an item on a chart or setting a radio frequency may be delegated to another pilot or passenger, an autopilot (if  available) may be used, or ATC may be enlisted to provide assistance.  When instructor pilots discuss system safety, they generally worry about the loss of traditional stick-and-rudder skills. The fear is that  emphasis on items such as risk management, ADM, SRM, and situational awareness detracts from the training necessary in  developing safe pilots.  It is important to understand that system safety flight training occurs in three phases. First, there are the traditional stick and rudder  maneuvers. In order to apply the critical thinking skills that are to follow, pilots should develop a high degree of confidence in their  ability to fly the aircraft. Next, the tenets of system safety are introduced into the training environment as learners begin to understand  how best to identify hazards, manage risk, and use all available resources to make each flight as safe as possible. This can be  accomplished through scenarios that emphasize the skill sets being taught. Finally, the learner may be introduced to more complex  scenarios that focus on several safety-of-flight issues. Thus, scenarios should start out rather simply, then progress in complexity and  intensity as the learner becomes able to handle the increased workload.  A traditional stick-and-rudder maneuver such as short field landings can be used to illustrate how ADM and risk management can be  incorporated into instruction. In phase l the initial focus is on developing the stick-and-rudder skills required to execute this operation  safely. These include power and airspeed management, aircraft configuration, placement in the pattern, wind correction, determining  the proper aim point and sight picture, etc. By emphasizing these points through repetition and practice, a learner eventually acquires  the skills needed to execute a short field landing.  Phase II introduces the many factors that come into play when performing a short field landing, which include runway conditions, no- flap landings, airport obstructions, and rejected landings. The introduction of such items need not increase training times. In fact, all  of the hazards or considerations referenced in the short field landing lesson plan may be discussed in detail during the ground portion  of the instructional program. For example, if training has been conducted at an airport that enjoys an obstruction-free 6,000-foot  runway, consider the implications of operating the same aircraft out of a 1,800-foot strip with an obstruction off the departure end.  Add to that additional considerations, such as operating the aircraft at close to its maximum gross weight under conditions of high  density altitude, and now a single training scenario has several layers of complexity. The ensuing discussion proves a valuable  training exercise, and it comes with little additional ground and no added flight training.  1-26  Teaching Decision-Making Skills  Figure 1-14.  Accidents often occur when flying task requirements exceed pilot capabilities. The difference between these two factors is  called the margin of safety. Note that in this idealized example, the margin of safety is minimal during the approach and landing. At  this point, an emergency or distraction could overtax pilot capabilities, causing an accident. 