System Safety Flight Training Instructors must 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 must first have a high degree of  confidence in their ability to fly the aircraft. Next, the tenets  of system safety are introduced into the training environment.  In the manner outlined previously, students begin to learn  how best to identify hazards, fully recognize all the risks with  that hazard and manage or mitigate those risks, 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. In the third phase, the student is  introduced to more complex scenarios demanding focus on  several safety-of-flight issues.  also requires that it be viewed in the greater context of the  overall flight. For example, on a cross-country flight, the  student is presented with a realistic distraction, perhaps the  illness of a passenger. This forces a diversion to an alternate  for which the student has not planned. The new destination  airport has two runways, the longest of which is closed due  to construction. The remaining runway is short, but while  less-than-ideal, should prove suitable for landing. However,  upon entering the pattern, the student finds the electrically  driven flaps will not extend. The student must now consider  whether to press on and attempt the landing or proceed to a  secondary alternate.  If he or she decides to go forward and attempt the landing,  this will prove an excellent time to test the requisite stick- and-rudder skills. If the student decides to proceed to a second  alternate, this opens new training opportunities. Proceeding  further tests cross-country skills, such as navigation,  communication, management of a passenger in distress,  as well as the other tasks associated with simply flying the  aircraft. The outlined methodology simply takes a series of  seemingly unrelated tasks and scripts them into a training  exercise requiring both mechanical and cognitive skills for  successful completion.  A traditional stick-and-rudder maneuver, such as a short- field landing, can be used to illustrate how ADM and risk  management can be incorporated into instruction. In phase I,  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 student will eventually  acquire 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 does  not need to 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 which 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. 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 training and no  added flight training.  In addition, system safety may be applied to important safety  lessons with less quantifiable performance standards. For  example, controlled flight into terrain (CFIT) is an issue of  concern to all pilots. In general aviation (GA), CFIT normally  results from a combination of factors including weather,  unfamiliar environment, nonstandard procedures, breakdown  or loss of communications, loss of situational awareness, lack  of perception of hazards, and lack of sound risk management  techniques. Collectively, these conditions are difficult to  replicate in most flight training environments. However, the  subject may still be covered effectively during ground school  and cross-country flight operations by using system safety  methodology. Because CFIT is always the final “link” in the  accident chain, it must be taught within the context of other  flight operations; operations that increase the likelihood of a  CFIT accident. This not only helps illustrate how easily these  accidents can occur, it also highlights the conditions under  which such accidents most often take place.  Finally, phase III takes the previously discussed hazards,  risks, and considerations and incorporates them into a  complex scenario. This forces a student to consider not only  a specific lesson item (in this case, short-field landings), but  8-2