Introduction to Human Factors For Instructors SAC INSTRUCTOR

Introduction to Human Factors For Instructors SAC INSTRUCTOR COURSE If viewing please read speaker notes with slides

Contents • • Human Factors Definition Some HF Models Human Factors Analysis Classification System Unsafe Supervision & Errors HF in Training - Comfort Zone Principal Integrating HF into Instruction Assessing HF

What are human factors? A good definition for gliding is needed!

Human Factors is the study of how glider pilot’s performance is influenced by their environment. It includes such issues as the effect of glider cockpit designs, temperature, and altitude on the pilot; the functioning of the organs of the body, the effects of emotions and attitude, and includes how well or poorly we interact and communicate with others. Human Factors will include the pilot’s attitude, knowledge, and discipline in the role of effecting judgement and decision making.

Why are human factors important? • Majority of aviation accidents are attributed to pilot error! • Pilot error does not lend itself well to finding root causes. • Pilot error does not easily permit analysis and proactive actions to mitigate risks in soaring.

Why Instructors care about Human factors • Helps us understand why certain student/instructor actions are taken or not. • Helps us understand develop effective training & habits in ourselves/students • Contributes to safer instruction & safety culture • Develops safer pilots to preserve life/aircraft • Saves money/life of a club

Human Performance Factors • Physiological Factors • – Biodynamic – Sensory – Pathophysical • • – – Psychological Factors – – – Proficiency Situational awareness Fatigue Perceptual-motor capabilities Judgment and decision making Personality Factors – Emotional state – Behavior – Personality Style Psychosocial Factors • Peer influences Personal & community influences Communication factors Operational Factors Physical Factors – – Visibility reach strength Dexterity

Physiology of Acute Stress • 115 and 145 beats/minute heart rate • optimal state of "arousal" • > 145 bad things begin to happen. • motor skills start to break down • tunnel vision • aggressive behavior • 175 breakdown of cognitive processing • fore brain shuts down (judgment) • mid brain takes over (unconscious reactions) • vision more restricted • >175 physiological control non-essential • Blood is concentrated in the core muscles • clumsy and helpless • Motor reaction freeze

Psychological Factors • • “Thin Slicing” Adaptive unconscious Accurate snap decisions Can be a better thinking process Identify underlying decision patterns Scenario Based Training Develop criteria for thin slicing

Physiological Factors • Low “g” sensitivity • Attention distraction • Reflexive action of the nervous system – Survival reflexes – Repetitive reflexes

SOME HF MODELS Alertness Knowledge Judgement Self Discipline

James Reason’s Swiss Cheese Model Danger Defences in Depth Hazard Defences (active & latent failures) Unsafe acts (active failures) Preconditions (latent failures) Supervision (latent failures) Accident Rules, policies & procedures (latent failures)

Human Factors Analysis Classification System (HFACS) • Developed to use HF to better analyze accident/incident information • Can be used by instructors to understand training impact on safety • method of classification for accident/incidents can yield different results

Let’s look at Unsafe Supervision • • Inadequate supervision Planned inappropriate operations Failure to correct problem Supervisory violations

Unsafe Acts • Violations • Errors

ERRORS • Skill based errors • Decision errors • Perceptual errors

A Different HF look on Human Error • We all commit errors • Any time an action does not produce the desired result • Something we do • Something we fail to do • THINGS THAT INTERFERE WITH OUR PERFORMANCE

Performance • Different tasks; different approach • Two different types performance: a) Conscious b) Automatic

Automatic Performance • • • Develops only with practice Very fast Can do several things at once Repetitive Little conscious attention Skill-Based

Conscious Performance • Two different kinds: a) Rule- Based b) Knowledge-Based

Rule -Based • Slower • Sequential • Can only actually think about one thing at a time • Requires effort

Knowledge-Based • Not familiar with the situation • Not sure how to deal with it • Use all the resources available to solve the problem • Trial and Error/Success

Types of Errors 1. Execution Errors • Forget a preflight check • Using the wrong procedure 2. Planning Errors • Select a poor field to land • Violation

Integrating HF Into Training Safety

The Comfort Zone Principle • The comfort zone model illustrates how challenging situations can have both positive (expanding) and negative (reducing) effects upon a participant’s personal view of their own experience Comfort Zone Stretch Zone Risk Zone Danger Zone

Student & Instructor Comfort Zones

Human Factors • about risk management. • develop your own comfort zone. • finding your personal level of satisfaction with the risks in gliding by identifying elements that protect you and make you comfortable, recognizing accident sequences and departures from your routine • personal discipline by knowing your limits.

Comfort Zone Development • self assessment • understanding and setting personal limitations (minimums) • making preparations (personal routines) • use of checklists, pneumonics, etc.

Integrating HF into Instruction • • • Ground School Preparatory Ground Instruction Pre Flight Briefings In-Flight Instruction Post Flight Briefings

Ground School • Intro simple scenarios to illustrate HF – Develop student’s ability to do self assessment – Show the need for awareness • Intro case studies - impact on student – reads complete case study including analysis – provide only facts & let student analyze – analyze using HF Model (E. G. HFACS)

Preparatory Ground Instruction • Include relevant HF issues for up coming flight • have student’s explain why HF may effect flight lesson and how to counter • Ask student to anticipate any unsafe situations • Check to see the student has prepared for HF & knows what to do

Pre Flight Briefings • Discuss HF aspects for conditions at the moment – condition of student – weather & wind – aircraft – condition of instructor • Reinforce planning ahead and being prepared

In-Flight Instruction • Ground instruction often not integrated with flight training • Avoid flight instruction if student has not received background information. • Pay attention for HF impact on pilot • Bridge gap between HF theory and the practical in the air • Communications & CRM

In-Flight Instruction & Scenario Based Training (SBT) • Use SBT to teach HF for in-Flight Training • Build on scenarios from Ground School if possible • Create a realistic scenarios to develop situational awareness and judgement • Develop problem solving and decision making “SOAR” technique • Be careful to make it a positive learning experience

Scenario Based Training 09 27 Field

Post Flight Briefings • Highlight HF issues relevant to what student did while fresh in their memory • Identify areas that had HF implications • Safe & successful flight but fundamental errors can occur • Have student explain/think out potential consequences

Assessing Human Factors • Knowledge – Formal – Informal • Information • Skills • Attitudes

Practical HF Assessment • • Stress Workload Management Situational Awareness Decision-making & Judgement

Some HF knowledge/practical examples for Flights • Vision limitation/Scan techniques & illusions in flight (miopia, drift) • Decision making models/Use in flight (SOAR, WROLL, SSSLOW, IAMSAFE, CALL) • Physiology/Disorientation (Coriolis effect, spatial disorientation, G, air sickness) • Physiology/Effects on flight (fatigue, hypoglycemia, dehydration, hypoxia, temperature, barotitis, barosinusitis, bends) • Communication errors/CR M • Personality factors/Effect on flight (attitude, attention to detail, self discipline, responsibility, self evaluation, stress, fear) • Control design/Errors made in flight (spoilers, gear, instruments, primary controls, body& seat position, radio, compass) • Checklists/Checklist error(s) made in flight

Summary • Practice what you preach - be the example • Take a deliberate approach to HF education and incorporate it into training • Look also for opportunities to to bring HF to students attention • Develop self awareness in students • Assess HF to provide feedback to improve student behaviour

References • Human Factors for Aviation - Basic Handbook, Transport Canada, TP 12863 E • Human Factors for Aviation - Advanced Handbook, Transport Canada, TP 12864 E • Human Factors for Aviation - Instructor’s Guide, Transport Canada, TP 12865 E • Aviation Safety Programs - A management Handbook, Jeppesen, Richard Wood • Managing the Risks of Organizational Accidents, Ashgate, James Reason • A Human Error Approach to Aviation Accident Analysis, the human factors analysis and classification system, Ashgate, Wiegmann and Shappell • OSTIV Safety Briefing - Comfort Zone, Kevin Moloney, BGA Safety • Blink by Malcolm Gladwell, Little, Brown and Company, Time Warner Book Group, New York, NY 2005