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

2. 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

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

4. 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.

5. 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.

6. 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

7. 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

8. 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

9. 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

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

11. SOME HF MODELS Self Discipline Knowledge Alertness Judgement

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

13. 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

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

16. Unsafe Acts Violations Errors

17. ERRORS Skill based errors Decision errors Perceptual errors

18. 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

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

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

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

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

23. 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

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

26. Integrating HF Into Training Safety

27. 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 Danger ZoneRisk ZoneStretch ZoneComfort Zone

28. Student & Instructor Comfort Zones

30. 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.

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

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

33. 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)

34. 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

35. 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

36. 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

37. 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

38. Scenario Based Training 27 09 Field

39. 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

40. Assessing Human Factors Knowledge –Formal –Informal Information Skills Attitudes

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

42. 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

43. 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

44. 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