From AVweb: Pull the mixture or condition lever and the propeller comes to a stop. Turn off the switches and what had been saturated with noise and vibration becomes still and quiet. After removing your headset and while sitting in the momentary silence that follows a flight, perhaps you’ll hear th
Publish Date: Jun 27, 2019
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From AVweb: Pull the mixture or condition lever and the propeller comes to a stop. Turn off the switches and what had been saturated with noise and vibration becomes still and quiet. After removing your headset and while sitting in the momentary silence that follows a flight, perhaps you’ll hear the engine ticking as heat dissipates. It’s time to pack up and leave the cockpit: Your work is done, right? No, not quite. To get the full benefit of the experience you just had, to learn from every flight, you need to spend just a few moments debriefing your flight. Your post-flight debrief doesn’t have to be detailed. Just ask yourself a few questions, and provide honest answers. Your briefing also can be very structured, with a personalized debriefing form and lists of the myriad tasks you performed or planned, plus a scoring mechanism to fairly and objectively judge your performance. The most effective way to debrief, and the most likely system that actually will get used is probably somewhere in between. Regardless of how you debrief, the objective is to review the manner in which you conducted the just-ended flight so you can learn from your actions and be even better next time you fly. Most pilot and flight instructor texts give a passing nod to the post-flight briefing. Virtually all declare it to be a highly important part of the flight-training process. Most decry the “lecture” method, in which the instructor tells the student what he or she did right and in what areas he or she needs to improve. The consensus is that better results come from asking the student to critique his or her performance, with the discussion guided, but not totally led, by the flight instructor. The biggest obstacles to making this technique work, according to the FAA’s Flight Instructor Handbook, are the student’s lack of experience and objectivity, which result in an inability to properly assess his/her performance; the fatigue state of a student after a lesson, especially in the early stages of pilot training; and an instructor’s lack of familiarity with good debriefing techniques. Another factor is the instructor or student’s unwillingness to spend the time necessary to conduct a useful post-flight debriefing. I’ve not yet found any FAA guidance on extending the concept of a post-flight briefing to a pilot who is critiquing his or her performance following a day-to-day, non-instructional flight. Yet the vast majority of our flying happens without an instructor by our side, and available to review the flight afterward. Although instructors present us the training needed to earn certificates and ratings, and occasionally provide a refresher in the form of a flight review, an instrument proficiency check (IPC) and other recurrent training, we learn most from our own experiences as pilot-in-command in real-world situations. Psychologist and flight instructor Dr. Janet Lapp is a proponent of the post-flight self-brief. “What happens during the crucial period of time immediately following a behavior, or set of behaviors, can either reinforce (make stronger), punish (eliminate temporarily), or help extinguish (aid in forgetting) that behavior,” according to her November 2008 article in AOPA’s Flight Training magazine. “The best time to learn may be in the few moments right after a flight, in an organized and controlled manner,” she wrote. “Actions completed by self, rather than by other, are more meaningful and memorable; memory traces are more indelibly etched; and content is more internalized. We become responsible for what we do…[and] we take more responsibility for our actions.” Dr. Lapp suggests we commit our debriefings to writing, building a journal of our growing experience. “If we don’t measure it,” she writes, “we can’t change it.” Lapp also says her personal research suggests that a written review makes pilots open up to the process and give self-debriefing the attention it deserves. The “central purpose [of a written review] is to increase self-correction, reflection, and tracking of attitude and behaviors. The goal is to create pilots who reflect on emerging issues immediately after every flight. The students make the entries, specify what they did well and what they could have done better, what they will work on next time, and what knowledge gaps were discovered. These are accompanied by a self-rating system that creates its own system of improvement.” Dr. Lapp makes her suggested debriefing form available to the public, and invites pilots to adopt it and customize it to their needs. It allows the pilot to identify the major areas of critique, and to answer a few broad questions that identify the overall tenor of the f