Transcript Introduction to Human Factors

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 and 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
•
>175physiological 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
Possible relative size of a student’s zones (solid colours) Vs relative size of an instructor’s
zones (dashed lines)
Comfort zones
Limit
Table represents examples of Safety Zone Symptoms
Comfort
Stretch
Risk
Danger
(Minimal learning)
(Good learning)
(Marginal learning)
(No learning)
Personal Symptoms




Good feeling about
flight
Alert but relaxed
Easily managing flight
& maneuvers
No stress symptoms




Slight butterflies in pit
of stomach
Heightened alertness
Start asking yourself
questions/options &
mentally providing
answers to yourself
Some stress
symptoms – hair
standing on end/goose
bumps




Burning in pit of
stomach/nausea
Easily distracted/may
have difficulty focusing
on problems
Asking yourself
questions but no
longer providing
answers to yourself
Under stress and
sweating/heart rate
higher

Stops asking
questions/may seem
distracted
Has difficulty
answering
questions/nervous
voice pattern
May not respond
quickly to
verbal/physical control
prompts
Head fairly still
Sweating visible/pale
clammy skin colour
behind ears/breathing
deliberate




No feeling/numbness
or extreme nausea
Tunnel vision starts to
set in/only able to
focus on one thing
Loss of situational
awareness
(airspeed/traffic/etc)
High stress/rapid or
irregular heartbeat
Instructor Observed Student Symptoms




Student
communicative
Student notices
elements/situation of
flight without
prompting
Handles all tasks
Relaxed noticeable
head movement
looking around





Less talkative or may
ask more questions
May express lack of
confidence/ request
assurance
Weaker scan
technique
May have to focus on
new task & need
promoting to complete
others
Becomes a bit restless
may mention
uncomfortable










Does not respond to
questions
May stop flying &
become passenger
No response to
verbal/physical
prompts on controls
No head movement
May freeze on controls
White skin
tones/breathing
irregular
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 12863E
• Human Factors for Aviation - Advanced Handbook, Transport Canada, TP
12864E
• Human Factors for Aviation - Instructor’s Guide, Transport Canada, TP
12865E
• 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