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. 

## Identifying Risk 

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. 

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. 

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. 

## Assessing Risk 

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 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. 

## Mitigating Risk 

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. 

