L2 Instructor Self-Test - Part 2 Leadership and Supervision
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. What would you like to do?
What duties may a Level 2 Instructor carry out that a Level 1 can’t?
Supervise the entire day’s operation at a club and send a pilot on his/her first solo flight. Act as CFI.
What are the three obligations which define the difference between the responsibilities of a Level 1 Instructor and those of a Level 2?
(i) Responsibility for the performance of others,(ii) Responsibility for the maintenance of standards, especially those relating to safety,(iii) Responsibility for the care and protection of equipment(IH Part 1, page 35)
What is the most potent factor for creating a suitable climate for effective discipline in a Club’s flying operation?
To set a good example and to be unwavering in its application (IH Part 1, page 36)
What essential step must be taken before making a decision affecting field operations?
Ensure that you have all the facts necessary to make the decision, in order to avoid jumping to conclusions and running the risk of having to reverse the decision (IH Part 1, page 36)
What are the two kinds of discipline and what are the differences between them?
Positive (or internal) discipline, which encourages a person to comply with the rules of the club because he/she can identify with them and has confidence in the system. Negative (or external) discipline, which relies on the fear of consequences to force compliance. To be regarded as a last resort.(IH Part 1, page 38)
As far as a gliding club is concerned, how would you define morale?
The desire of a club to discipline itself with a view to achieving a common objective (IH Part 1, page 38).
If correcting a club member for a misdemeanour on the flying field, what basic dictum must always be kept in mind?
Calm down. Never correct in anger (IH Part 2, page 38)
Nominate the three factors which sum up the ideal approach to a disciplinary solution for a misdemeanour.
1 Get the facts. 2 Determine the real cause for the lapse. 3 Apply appropriate measures in accordance with the gravity of the occurrence.(IH Part 1, page 39).
Is the use of praise for a good performance likely to have a positive or negative effect on a pilot?
Very strongly positive in almost 90% of cases.(IH Part 1, page 40)
At what stage would you ground a pilot for a misdemeanour?
If no other course of action is likely to succeed (IH Part 1, page 40)
What actions on the part of individuals, especially instructors, are likely to have an adverse effect on morale within a gliding club?
Favouritism, uncontrolled temper, unkept promises, biased decisions, belittling the club’s management, excessive display of authority, spreading unsettling rumours (IH Part 1, page 41)
What is the most common source of resentment among club pilots when they are involved in disciplinary measures?
Being belittled in front of other club members.(IH Part 1, page 41)
What is the most important guideline to be observed by an instructor assessing a pilot’s suitability for his/her first solo flight?
Safety before polish, with the skill to handle the degree of responsibility given (IH Part 2, page 78)
What is the checklist for the final assessment to be made by an instructor or instructor’s panel before allowing first solo? (Note: this is a checklist of things to be known beyond doubt by those making the decision, not necessarily things to be carried out on one check flight).
Checks, airmanship (especially good lookout), launch-failure procedure (all stages), caution on early stage of launch (winch/auto), speed limitations, circuit procedure, good stabilised approach and well-controlled landing, stalls, incipient and full spins, awareness of impending spin, safe speed near the ground, knowledge of rules of the air, radio endorsement flying without instruments, modified circuits (IH Part 2, page 80)
What action would you take if an overconfident student puts pressure on you to send him/her solo prematurely?
Such pilots are usually not as good as they think they are. A useful strategy is to give them a check flight, setting very high standards to be maintained, while still being fair to them. This will usually convince them to be guided by their instructors as to their suitability to fly solo.
What are three most common differences between flying a two-seat glider dual and flying the same machine solo?
Improved climb-rate on the launch. Lower sink-rate in free flight. Different trim position and longitudinal feel (IH Part 2, page 81)
What is the common definition of the standard to be attained by a student before first solo?
Safety before polish, with the skill to handle the degree of responsibility given by the instructor (IH Part 2, page 78)
What are the requirements for the three basic
- A: 15 yrs, GFA member, 5 solos, radio endorsement, theory test, flight test with incipient spin + no altimeter + selected emergencies.
- B: A Cert, 15 solos, 30 min flight, post-solo syllabus, theory test, check flight (req’d by SCGC)
- C: B cert, 20 solos 2 flights of 1 hour, outlanding check, passenger awareness briefing, check flight - spins, theory test
Must an Official Observer sign the application forms for the A, B, C certificates?
No. Official Observers play no part in the verification of the A, B and C Certificates, this being carried out by instructors
A pilot holding a C Certificate may fly cross-country and/or carry family/friend passengers, but only subject to a certain proviso. What is it?
- That such flying is at the discretion of the
- Instructor Panel and under the supervision of the Duty Instructor.
For mutual flying, which is the designated command seat for the purpose of nominating a pilot-in-command?
There is no designated command seat, both seats being crew seats in the eyes of the regulations. The command pilot may occupy whichever seat is considered most appropriate under the circumstances.
When converting a pilot to a single-seat glider, what should a pilot be encouraged to do before being confronted with the detail of the conversion?
To use his/her imagination in trying to predict the likely characteristics of the new type, based on design features. This encourages an ability to self-brief and helps to eliminate surprises. The pilot should also be encouraged to put on a parachute (if applicable) and sit in the cockpit to become familiar with the layout of the controls and instruments (IH Part 2, pages 88, 89)
When checking out a pilot for conversion to a single-seater, what benefit might there possibly be in putting the pilot into the back seat of the two-seater for at least one of the check flights?
It introduces the pilot to the reduced forward visibility of some single-seat types with semi-reclined seats, large instrument panels, etc (IH Part 2, page 89)
What measures would you consider taking to help a student pilot overcome persistent airsickness?
- • Gradual conditioning
- • Be in good general health
- • Avoid fatigue and undue excitement
- • Have adequate ventilation
- • Be seated for maximum visibility
- • Have harness firm
- • Not looking in cockpit
- • Fix the vision on a distant point
- • Avoid repeating a upsetting manoeuvre
- • Avoid undue body and eye movement
- • Have a sip of water
- • Increase the glucose by sucking lollie
- • Nibble a biscuit
- • Take drugs. Some drugs may have side effects and may be unsuited for pilots.
If a Level 1 Instructor operating under your supervision reports that a particular student is negative G sensitive, how would you help the instructor further investigate this?
Start with a stalling exercise. Emphasise looking outside the cockpit during this exercise. Secondly, ensure that the student knows when the recovery has taken effect and the nose is able to be returned to the normal flying attitude. Don’t dismiss a person as being negative G sensitive without good cause - explore the teaching of the stalling exercise as fully as possible. Very few people are negative G sensitive to the point of being incurable (IH Part 2, page 31)
If some people arrived at the club off the street for a flight in a glider and all you had available was a C-Certificated pilot who had regularly taken his wife and children flying with him, would you permit that person to take these people for a flight?
Don't be suckered in by this one. If there are no AEIs (in the case of trial instructional flights) or charter pilots (in the case of pure joyrides) available, you must tell the people they are in for a long wait or put them off until another day.
If you are briefing a C-certificated pilot for a cross-country which uses as a turning point a licensed aerodrome with a Regular Public Transport (RPT) service, what specific point would you emphasise to that pilot?
The turning point must not be used unless VHF radio is carried, a broadcast made on the AREA frequency prior to entering the CTAF area (5NM radius up to 3,000 feet AGL) of the aerodrome and response made to calls from the RPT aircraft while within that area (GFA Op Reg 6.2.5)
As a supervising instructor, if you observe an early solo pilot consistently doing very close, steep circuits and high approaches, would you worry about it and if so, why?
Close circuits and high approaches often reveal a lack of confidence in circuit planning on the part of a pilot. They never get to exercise any judgement because they are always so steep on the approach. When strike heavy sink or make an error of judgement, their familiar picture rapidly becomes unfamiliar. The most likely outcome is an undershoot, because the pilot has become used to automatically opening the airbrakes on every approach. Some two-seater flying, insisting on a lower, flatter circuit (not to extremes of course) and emphasising that an overshoot situation must be established on EVERY approach before the airbrakes are opened, will go a long way towards fixing this problem (IH Part 2, page 72)
If briefing a student to carry out a sideslipping approach, what primary reference would you suggest for maintaining a safe speed on the approach?
Maintain the same nose attitude as for a non-sideslipping approach and use that attitude as the reference. The ASI will probably be useless due to pitot/static errors in slipping flight (IH Part 2, page 74)
What is best method of building a pilot’s confidence in judging the glider’s angle/distance relationship in the circuit?
Cover up the altimeter, to remove the temptation to use it a primary reference. This should be done a number of times before first solo (IH Part 2, page 67)
What would you like to do?
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