10-3 Risk management training should no t b e confined to in itial training. Recurrent, transition, fligh t reviews, instrumen t proficiency  checks, and other training and currency events should also include risk management.  As described in Chapter 1, the PAVE checklist is an effective and accepted means for identifying risk. Its four categories capture  broad areas of risk and provide the learner with convenient “buckets” for risk identification.$_{ }$ Instructors should coach learners, as  required, to ensure they use the PAVE checklist methodically and consider all the sub-elements in each bucket. For example, the “P”  applies to both the learner pilot and the instructor pilot, and has two major sub-elements. The first includes pilot qualification,  currency and proficiency. The second "P" sub-element covers aeromedical hazards and risks and, as described in Chapter 1, the  acronym IMSAFE can be used to identify those hazards and risks.  The instructor should emphasize that risk can be effectively managed, and learners should acquire the necessary skills to accomplish  this. In many cases, learners will be professionals who are used to managing risk in their workplace, although the hazards may be very  different. Instructors should acknowledge the learner’s expertise in those areas. The instructor should involve the learner in aviation  risk management decisions.  In some ways, risk assessment is the most difficult part of the risk management process. Assessing risk severity (consequences) and  likelihood (probability) can be subjective during flight operations. In other aviation applications, such as aircraft certification, the  likelihood of an event is calculated mathematically, and consequences are also precisely defined. Nevertheless, risk assessment  accuracy can improve with practice and experience.  Instructors should identify common hazards that generate flight risks. The PAVE checklist can be used to analyze each hazard for its  level of risk. For example, the instructor can show that certain weather hazards are almost always “red” and create a need for  mitigation when encountered. Examples include a solid line of thunderstorms ahead, or IMC before takeoff if the pilot is not  instrument rated and cur r ent or the aircraft is not suitably IFR equipped.  Instructors should initially lead learners through the assessment phase of each risk identified and provide examples that will help the  learner gain confidence in risk assessment. For example, the instructor could suggest an event with a low but generally fixed  lik e lihood, such as an engine failure after takeoff. The learner should consider the outcomes from various responses to that event.  A review of the outcomes identifies the severity for the risk matrix.  As explained in Chapter 1, risk mitigation is the “payoff” for the risk management process. Effective risk mitigation may allow for a  proposed flight to begin or an ongoing flight to continue. However, this is not always the case, and the pilot should be prepared to  delay or terminate any flight.  Instructors should teach that the risk management process begins days or even weeks before a specific flight. Early in the process, if a  pilot identifies a risk that cannot be easily mitigated, such as a forecast weather system with widespread icing conditions, then the  pilot can transfer the risk by getting an airline ticket. Alternatively, if the flight’s purpose is just recreational, then the pilot can  eliminate the risk by cancelling the flight. Other examples of risk elimination include not flying if the crosswind exceeds a limit or not  practicing stalls if the ceiling is below a set value.  Whenever a flight is contemplated, the process to mitigate each identified risk assessed as high (red) or serious (yellow) can begin.  Instructors should emphasize to learners that medium (green) risks may be mitigated, if possible, following the principle of not  accepting unnecessary risk.  Instructors should emphasize that even though risk management may begin days before a flight, it continues into the immediate pre- flight planning and throughout the flight itself. Instructors can plan to introduce scenarios in-flight that simulate hazards and ask the  learner to practice how to identify, assess, and mitigate.  The final step in risk mitigation is to consider whether or not to accept the remaining risk. A pilot accomplishes this step consciously  and on behalf of any passengers. During flight instruction, the instructor mitigates the risk associated with a learner's actions by  operating at a safe altitude and by guarding the controls. The instructor consciously accepts the risk that remains. Although the  mitigation process completes, the instructor is vigilant for any hazard that needs consideration.  Mitigating Risk  Assessing Risk  Identifying Risk 