The acronym TEAM describes the steps in the mitigation process. TEAM represents transfer, eliminate, accept, and mitigate. These steps describe actions pilots take to deal with risk appropriately. During flight instruction, the instructor takes steps to ensure safety through risk mitigation and then operates with lower risk when the learner flies. Note that an unprepared learner constitutes a serious hazard. Prudent risk mitigation includes using a syllabus, providing quality ground instruction, and conducting a thorough briefing before each training flight. 

## Risk Management Tools 

The risk management process is largely intuitive, but as with many new concepts, it can be daunting to the learner, especially at the beginning of training. Accordingly, the instructor should use available tools to simplify or make the process more orderly and effective. 

The TEAM acronym and the risk assessment matrix discussed previously should be considered as primary tools for teaching risk management. Learners should be encouraged to use these simple tools as a basis for conducting risk management during and after their flight training. 

On many flights, the risk management process can be more complex, and a mor e sophisticated risk management tool is needed . As discussed in Chapter 1, a flight risk assessment tool (FRAT) can serve this purpose. 

There are a variety of FRATs available from various sources. Many of these FRATs have numerical scoring systems. A fixed list of hazards and associated risks are presented and assigned “scores” based on the severity of the hazard. Typically, if the total score is below a certain number, the pilot can begin the flight. If the score is above a certain number then some sort of mitigating action is required. 

Numerical FRATs should be used with caution. A low score can still have one or more hazards and associated risks that, if not properly mitigated, can create unacceptable levels of risk. This can happen because a risk on a particular flight is not included in the FRAT’s list, or there is only one risk, but it is extreme. As an example, a line of embedded thunderstorms may block your route. If that is the only item identified as a risk then the “score” may suggest a “go” decision without requiring mitigation.$_{ }$ 

## Risk Management Teaching Techniques by Phase of Instruction 

Instructors should teach risk management using a building block approach. This method will be effective with both new pilots as well as existing pilots who have not previously been exposed to formal risk management training. 

## Risk Management Training through the Private Pilot Level 

A new learner’s exposure to risk management should begin before the first flight and become part of a routine that conti n ues throughout initial training. Instructors should emphasize both practical risk management techniques and skills needed to comply with the Airman Certification Standards (ACS). 

## Pre-Solo 

Instructor-led and guided risk management training should occur during pre-solo instruction. Risk management should be part of every preflight and post fl ight brief. To assist in structuring the risk management process, the learner should be introduced to a non- numerical FRAT, and its use should be demonstrated by the instructor during the first few flights. By the first solo, the learner should be able to conduct a basic risk management analysis. 

## Post-Solo Prior to Cross-Country Training 

During the initial solo and dual flights following the first solo, the learner should be able to perform a risk analysis of the planned flight, with occasional coaching from the instructor. The instructor should review the learner’s risk analysis for all solo flights and provide any required feedback. At the completion of solo flights, the learner should de-brief the instructor on the risk management aspects of the flight. 

## Cross-Country Training 

During the cross-country phase of training, learners should master risk management techniques commensurate with the complexity of flights and the terrain along the route to the destination(s). This could include, for a private certificate, flights at night, flights in complex airspace, or to unfamiliar airports. Instructors should ask the learner to accomplish a full risk analysis for every dual and solo cross-country flight. The process should include use of a FRAT or other method of analysis. The instructor should review and approve the risk analysis, just as would be done for other aspects of the learner’s preflight preparation and calculations.$_{ }$ 

