ai maintenance and ict training c...

Aeronautic Industry Skills Resolution

for a more Efficient VET Offer

Author: C. Bland

Coventry University

Date: October 2015

AI MAINTENANCE AND ICT TRAINING

CURRICULA/PROGRAMMES

This project has been funded with support from the European Commission. This publication [communication] reflects the views only

of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

AI Maintenance and ICT Training Curricula/Programmes

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Project Number: 539319-LLP-1-2013-1-PT-LEONARDO-LMP

About this document

Title: AI Maintenance and ICT Training Curricula/Programmes

Deliverable D3.2, Work package 3: Curricula Design (Planning the Route)

Level of dissemination: Public

Version history

Version Date Author/comments

1 June 15 Initial draft

2 October 15 Full version

AIRVET Project partners

PORTUGAL - Coordinator Inova+ Ms. Ana Ribeiro [email protected]

UNITED KINGDOM Coventry University Mr. Christopher Bland [email protected]

SPAIN Universidad Politécnica de Madrid Ms. Rosa Arnaldo [email protected]

SPAIN Sociedad Aeronatica Española Mr. Juan Manuel Gallego [email protected]

FRANCE IRIT - Université Paul Sabatier Toulouse III Mr. Philippe Palanque [email protected]

POLAND INNpuls Sp. z o.o. Mr. Pawel Wacnik [email protected]

ITALY Deep Blue. S.R.L. Ms. Linda Napoletano [email protected]

ITALY Collegio Universitario ARCES Mr. Fabrizio Russo [email protected]

FRANCE I3M - Image du Troisième Millénaire Mr. Laurent Hart [email protected]

PORTUGAL ANQEP - Agência Nacional para a qualificação e o ensino profissional Ms. Sandra Lameira [email protected]

http://inovamais.eu/

http://inovamais.eu/

mailto:[email protected]

http://www.coventry.ac.uk/


http://upm.es/

http://upm.es/

http://upm.es/

http://upm.es/





http://www.dblue.it/




http://www.arces.it/




http://www.i3m.fr/

http://www.i3m.fr/

http://www.i3m.fr/

http://www.i3m.fr/

http://www.i3m.fr/

http://www.i3m.fr/

http://www.i3m.fr/

http://www.i3m.fr/


http://www.anqep.gov.pt/



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Contents 1. Introduction ..................................................................................................................................... 5

1.1 Target Audiences for the Courses Developed ......................................................................... 5

1.2 Course and Module definitions ............................................................................................... 6

2. Development of the Curricula ......................................................................................................... 8

3. The EASA Part-66 Maintenance Course and Human Factors Module. ......................................... 11

4. Human Factors course in Airport Operations for New Workers ................................................... 13

4.1 Course Learning Objectives ................................................................................................... 13

4.2 Intended Learning Outcomes ................................................................................................ 13

4.3 Module list ............................................................................................................................. 14

4.4 Teaching and Learning Philosophy ........................................................................................ 15

4.5 Assessment Strategy ............................................................................................................. 15

5. Human Factor Awareness Training for Managers ......................................................................... 16

6. Airport Industry Introduction ........................................................................................................ 17

6.1 Course aims and Learning Objectives ................................................................................... 17

6.2 Course Module List ................................................................................................................ 17

6.3 Teaching and Learning Philosophy ........................................................................................ 18

6.4 Module Summary – Airport Introduction.............................................................................. 18

6.5 Module Summary – Humans: Their performance and errors ............................................... 19

6.6 Module Summary – Airport Case Study ................................................................................ 19

6.7 Module Summary – Aviation Career Awareness ................................................................... 19

6.8 Assessmement Strategy ........................................................................................................ 20

7. Conclusions .................................................................................................................................... 21

8. Appendix 1: Existing Training Programmes ................................................................................... 22

8.1 Human Factors Module 9A Syllabi summarised from EC 2042/2003, Annex III (Part-66). ... 22

8.1.1 EASA Module 9: Human Factors .................................................................................... 22

8.2 An example of a Human Factors course from the training provider Global Air Training...... 23

8.3 The UK Training Provider City & Guilds Human Factors module .......................................... 25

8.4 IATA Human Factors for Airport Operations ......................................................................... 29

8.5 Some human factor guidelines from EUROCONTROL ........................................................... 29

8.6 A Human Factors course from the French National School of Civil Aviation. ....................... 30

8.7 A French course for young people to learn about Human Factors ....................................... 31

8.8 A course provided at Universitat Rovira i Virgili by the Foundation Learning Centre .......... 32


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8.9 A course provided by the University Carlos III of Madrid (UC3M) and the Spanish

Association for Aviation Psychology. ................................................................................................. 32

8.10 A module available as part the vocational training college CESDA in Reus, Spain ............... 33

8.11 A module available as part the National Qualifications Catalogue in Portugal .................... 34

8.12 A module available in Portugal on Aeronautic Culture that includes sessions on Human

Factors. .............................................................................................................................................. 35

8.13 A module available in Portugal on Aeronautics Excellence that includes sessions on Human

Factors 36

8.14 A module available in Poland from the company Zawod Pilot ............................................ 37

8.15 The Operator's Guide to Human Factors in Aviation (OGHFA) ............................................. 37

8.16 Human Factors in Aviation Maintenance (e-learning) provided by SENSA in Spain, Madrid 38

8.17 AirBusiness Academy Course ................................................................................................ 39

8.18 An initial training course provided by the Air Formation Air Business Academy ................. 39

Appendix 2: The module Human Factors in Aircraft Maintenance ....................................................... 41

Appendix 3: The module Human Factors in Airport Operations ........................................................... 48

Appendix 4: An Introduction to Human Factors in Airport Operations ................................................ 53

Appendix 5: The module Humans: Their performance and limitations. ............................................... 58


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1. Introduction

Work package three of the AIRVET project has the main aim to develop curricula for courses and

modules that can be used to help fill the skills/training gaps within the aviation industry that were

identified in Work Package two. The methodology adopted to produce the curricula was reported in

deliverable D3.1.

This report describes and presents the curricula that have been developed. The curricula developed

have been produced by working closely with the activities carried out as part of work package four.

Work package four is responsible for the production and testing of training materials that form part of

the curricula described in this report.

The work required to design the curricula was split into a number of activities to ensure that the aims

of the project were met. The activities include:

Review of Training Programmes (reported in deliverable D2.2)

Creation of Curricula (reported in this document)

Feedback on Curricula following pilot runs (reported in deliverable D4.3)

Development of Sustainability Plan (reported in deliverable D3.3)

Assessment of the results (reported in deliverable 5.3)

1.1 Target Audiences for the Courses Developed

The review of the training/skill gaps undertaken within deliverable D2.2 identified topics in the human

factors subject area. Four main areas where improvements to the current VET offering within the EU

aeronautical industry could usefully be addressed within the human factors subject area were

described. These areas are summarised in table 1.

Target Audience Training Need Comments

Maintenance Technician

Improvement in the teaching materials and soft skill development.

Improve the training materials of the Human Factors module in the Part 66 approved training manual.

Airport Operation Operatives

Upskilling and induction of workers to address skills/training gaps and improve operation safety.

Provide exposure to Human Factors to address skills gaps. Short introductory course to the topics.

Human Factors as part of an induction for new workers

Awareness training of the subject and its importance

Its importance on the development of safety awareness and safety systems. The vehicle used to support the development of the other three areas.

Future Workers New training material. Provide introductory training materials for future workers who have had no exposure to the subject or the “Aviation Culture”.

Table 1. The four areas identified in D.2.2 for the development of training materials that utilises Human

Factors.


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Courses and learning resources have been developed for each target audience. Human factors form a

common theme in each course. The four courses target a different set of the aviation industry’s

employees. The approach taken has been to ensure that the training materials developed can be fully

uitilised by the target audiences and where necessary, complies with the EU aviation regulation

framework.

The strategy of developing training material using the theme human factors, but implemented in the

four distinct target groups has enabled us to utilise the strengths of the consortium partners and thus

provide the greatest potential to produce tangible and sustainable benefits. For example, the Italian

partner, Deep Blue, has experience of Human Factors training in the ATC industry and brings an

expertise of the subject material to ensure that the syllabus’ developed covers the appropriate material

at the appropriate level. Polish and Spanish partners, INNpuls, SAE and UMP, have close ties with

their respective local airports to facilitate the pilot evaluation of the training materials with airport

operations and the maintenance technician training schemes. The French partner, IRIT, clearly

identified human factors training gaps within airport operations education and would provide an ideal

base upon which the initial evaluation could be undertaken.

1.2 Course and Module definitions

In this document we define a course as a series of studies which leads to an educational award. The

EASA part 66 license is a good example of a course, which when studied in its entirely leads to the

award of a qualified aircraft maintenance technician. Course documentation provides an overview of

the course, the teaching approach and its component modules. Courses will typically compose a

number of separate modules of instruction in different subject areas. Figure 1 shown the relationship

between a course and its modules. Each module description contains detailed objectives, learning

outcomes, indicative content, details of assessmement and resource requirements.

Course Descriptor

Module Descriptor n

Module Descriptor ..

Module Descriptor 2

Module Descriptor 1Module ObjectiveModule SyllabusModule Assessment...

Course SpecificationCourse Learning ObjectivesIntended Learning OutcomesModule ListTeaching & Learning PhilosophyAssessment Strategy….

Figure 1. A course descriptor, comprisng a set of modules.


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Figure 2 illustrates in outline the general format of the curricula and training materials. The diagram

illustrates the components of course descriptors. Module descriptors on human factor aspects of

each of the courses are shown in the centre of the diagram.

At the bottom of the diagram learning objects are shown. These “learning objects” are multimedia

training materials which have been developed in work package 4 of this AIRVET project. Each of the

modules developed includes the use of e-learning.

Introduction to Aeronautical Industry Course DescriptorEU Level Course Descriptor for Airport Operations Worker TrainingOutlines top level aims of course, including subject areas to be included in modules which comprise course

Airport Operations Course DescriptorEU Level Course Descriptor for Airport Operations Worker TrainingOutlines top level aims of course, including subject areas to be included in modules which comprise course

Aircraft Maintenance Course DescriptorEU Level Course Descriptor for Aircraft Maintenance Worker Training – Link to EASA Part 66 (Category B1.1)Outlines top level aims of course, including subject areas to be included in modules which comprise course

Course Specification

Learning Objectives

….

Teaching & Learning

Assessment Strategy

….

Module ListMathsPhysics…AerodynamicsHuman FactorsAviation Legislation…

Human Factor Module DescriptorHuman Factors for Introduction to Aeronautical Industry Training

Human Factor Module DescriptorHuman Factors for Airport Operations Worker Training

Human Factor Module DescriptorHuman Factors for Aircraft Maintenance Worker Training

Module Learning Objectives

Module Teaching Philosophy

Module Assessment

….

SyllabusGeneralHuman Performance & LimitationSocial Psychology…Human Error…

Human Factor Learning Object DescriptorHuman Factors for Introduction to Aeronautical Industry Worker Training

Human Factor Learning Object DescriptorHuman Factors for Airport Operations Worker Training

Human Factor Learning Object DescriptorHuman Factors for Aircraft Maintenance Worker Training

Learning Object Overview2hr Multimedia Training Session on a Human Factors Syllabus Element

Learning Object Aim

….Learning Object Assessment

Figure 2. Illustration of the three components of course, module and learning objects developed.


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2. Development of the Curricula

The first stage of the development of our courses was to review typical curricula already in existence.

Each partner provided examples of training programmes with human factors teaching in the area of

aircraft maintenance, airport operations and future workers. These provided exemplars of current

activities across the EU partner countries for us to consider and incorporate into our course and

module development. This helped ensure that the curricula we developed met the country’s specific

national requirements. There was the expectation of a substantial amount of commonality in training

courses across the partner countries due to the large amount of international regulation within the

aviation industry. This is clearly seen in the eighteen existing training programmes examined. The

training programmes sourced were obtained from a wide range of providers as shown below.

Human Factors Module 9A Syllabi summarised from EC 2042/2003, Annex III (Part-66)

An example of a Human Factors course from the training provider Global Air Training

The UK Training Provider City & Guilds Human Factors module

IATA Human Factors for Airport Operations

Some human factor guidelines from EUROCONTROL

A Human Factors course from the French National School of Civil Aviation.

A French course for young people to learn about Human Factors

A course provided at Universitat Rovira i Virgili by the Foundation Learning Centre

A course provided by the University Carlos III of Madrid (UC3M) and the Spanish Association

for Aviation Psychology

A module available as part the vocational training college CESDA in Reus, Spain

A module available as part the National Qualifications Catalogue in Portugal

A module available in Portugal on Aeronautic Culture that includes sessions on Human

Factors

A module available in Portugal on Aeronautics Excellence that includes sessions on human

Factors

A module available in Poland from the company Zawod Pilot

The Operator's Guide to Human Factors in Aviation (OGHFA)

Human Factors in Aviation Maintenance (e-learning) provided by SENSA in Spain, Madrid

Air Business Academy Course

An initial training course provided by the Air Formation Air Business Academy

The details of these programmes and the course contents are described in Appendix 1. These training

programmes were studied and courses with modules developed or modified using the strategy

described in deliverable D3.1 and using the template that was agreed as part of this strategy. The

courses we developed are described below.

1. The course descriptor for the training of the maintenance engineer/technician is already well

defined by the EASA part 66 course and has EU wide implementation. There was not an

opportunity, within this project, to achieve a change in the EU course requirements. However,

it is possible to define the teaching within a module to provide the emphasis required.

Therefore the syllabus for the module on human factors was modified and extended to cover

the topics our previous work had identified as skills gaps. The opportunity was also taken by

the project team to develop e-learning materials to support the teaching.


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2. The course descriptor for the training of airport operations staff has been newly developed.

The course may be used for the upskilling of existing staff or for newly appointed staff.

Existing knowledge requirements required by airport operators forms the basis for the course.

We have ensured that the material can be adopted by the current educators and VET

providers. The training material developed was based on the teaching material of VET

approved training programmes currently operating within EU partners countries.

3. An induction course has been developed for new staff in the airport industry. This course

contains a module on human factors to ensure an introduction to this important subject is

provided. The topic of human factors has been given a different bias so that it can be used for

training managers. Rather than designing a complete course curriculum, we have proposed

just the module. This enables and encourages its use as a stand-alone module, but still allows

it to be incorporated into a larger training course provided by a VET company.

4. The final course descriptor we designed is for the training of future workers and has been

developed with particular collaboration from the VET governing body ANQEP (in Portugal).

This course provides an introduction to the airport industry and can be completed in a single

day making it suitable to be taught within a school or college.

A summary of our four courses and the associated human factors modules are shown in Table 2.

Course Title Purpose Course Length Module

Developed Module length

EASA Part 66 Maintenance Course and Human Factors (Described in Chapter 3)

Course is not changed, but module 9 on human factors has been developed to include planning and time management.

Typically 2 years Human Factors in Aircraft Maintenance (Details in Appendix 2)

50 hours

Human Factors in Airport Operations for new workers (Described in Chapter 4)

An induction course for new workers comprising 5, one day, modules.

One week An introduction to Human Factors in Airport Operations (Details in Appendix 3)

8 hours

Human Factor Awareness Training for Managers (Described in Chapter 5)

Design of a module to support VET providers in developing an introductory human factors course for managers

As defined by the VET provider.

Human Factors in Airport Management (Details in Appendix 4)

50 hours

Airport Industry Introduction course (Described in Chapter 5)

A short course, comprising of four modules, to attempt to enthuse young people about

One day Human Performance and Limitations (Details in Appendix 5)

90 minutes


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possible careers within an airport environment.

Table 2: A summary of the four courses and modules developed.

We have therefore designed courses and modules in a variety of sizes fit for a variety of purposes in

an attempt to provide a wide range of training possibilities that addresses skills gaps that would suit

several types of participants. This has enabled us to also maximise the potential of sustainability of the

materials developed.

To ensure the sustainability of the work, each module has also been translated into each of the

partners’ languages: French, Spanish, Polish, Italian and Portuguese. These are available from the

project website (http://airvet-project.eu/).

The next four chapters describe each of the courses in more details.

http://airvet-project.eu/


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3. The EASA Part-66 Maintenance Course and Human Factors

Module.

Our literature and survey work, conducted as part of WP2, showed clearly that there is an EU wide

compulsory training course as part of the EASA Part-66 for people wishing to become licenced

maintenance engineers and technicians on commercial aircraft. Many companies provide training to

meet the needs of Part-66. The curriculum comprises 17 modules delivered to ‘basic’ and ‘type’

ratings. Modules 1 to 10 are required for all licence categories whereas modules 11 to 17 are more

specific to the category required. The list of module titles is shown in Table 3 of which module 9 is

dedicated to the study of human factors.

Module Subject

1 MATHEMATICS

2 PHYSICS

3 ELECTRICAL FUNDAMENTALS

4 ELECTRONIC FUNDAMENTALS

5 DIGITAL TECHNIQUES/ELECTRONIC INSTRUMENT SYSTEMS

6 MATERIALS AND HARDWARE

7 MAINTENANCE PRACTICES

8 BASIC AERODYNAMICS

9 HUMAN FACTORS

10 AVIATION LEGISLATION

11 TURBINE AEROPLANE AERODYNAMICS, STRUCTURES AND SYSTEMS

12 HELICOPTER AERODYNAMICS, STRUCTURES AND SYSTEMS

13 AIRCRAFT AERODYNAMICS, STRUCTURES AND SYSTEMS

14 PROPULSION

15 GAS TURBINE ENGINE

16 PISTON ENGINE

17 PROPELLER

Table 3. Modular Structure of the Basic Training Syllabus.

(Summarised from EC 1149/2011, Annex III, Part-66, Appendix 1)

The standard human factors module provides a general introduction to the subject. It has some

training on work logging and recording in the communication sections and the section on factors

affecting performance covers time pressures, deadlines, as well as workload. Details of this module

are shown in Appendix 1.1. Our survey work, reported in D2.1 highlighted a potential training gap in

the use of practical tools and methods and techniques to achieve the administrative, planning and time

management burden especially in a more electronic world.

The team recognised that it would require a long complex process to propose and get approved any

changes to this curriculum. However, this project supports the education of human factors by the

creation of a definition of module 9 that clearly includes the teaching of planning and time


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managemement. The module is scheduled as a 50 hour unit of study and provides the required

comprehensive introduction to the subject. It also includes assessment as required to meet the license

requirements. In addtion we have developed some exciting and interactive electronic based,

multimedia learning objects to support the teaching. This is indicated in the module descriptor.

The detailed module descriptor we have developed to enhance human factors teaching and to meet

the needs of the EASA course is shown in Appendix 2.


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4. Human Factors course in Airport Operations for New

Workers

The majority of courses offered by VET providers are tailored for maintenance engineers and the

needs of completing the Part-66 license. Our research has shown there is a clear need to also provide

introductory courses for a wider audience. Courses for Airport Operations staff are not widely available.

An example of a course specifically tailored for people working in Airport Operations is provided by

IATA and is described in Appendix 1, section 8.4..

Our offering is the development of a course designed to act as an induction course for new workers in

this field. The course is designed to be a week long. It comprises five modules, each a day in length. It

could be taken by new employees who have just started working or it could be part of an induction

process delivered by a VET company. The course concentrates on providing a thorough overview of

the essential knowledge required to understand airport functions and operations. The course structure

is described below.

4.1 Course Learning Objectives

The course provides new employees, responsible for airport operations, with a broad perspective of

facets with activities and actions which take part within an airport. The course provides students

an overview of an airport’s infrastructure and the main activities that are performed. Students will learn

about airport management principles from the operational point of view and about the safety

associated concepts. Student will gain a good understanding of different stakeholders participating at

the airport and the interactions among them. Moreover, the course will help students understand the

business dynamics at the airport, including the main aspects that should be faced in emergency

situations or where a significant disruption of the service occurs.

4.2 Intended Learning Outcomes

On completion of the course the student will be able to:

Understand the functional structure of an airport and the main criteria ruling its functional

organisation

Describe infrastructures and components of air and landside and how they support the airport

operational system

Broadly understand groundside operations and the different activities associated with the

aircraft turnaround process

Identify the principles governing airport management from an operational point of view and

understand the process of strategic planning of an airport.

Analyse the factors affecting airport capacity and how to apply them to airport planning

Outline the main aspects of an effective Safety Management Plan and the legal and

organisational requirements to implement it

Explain the importance lying behind efficient security management and describe security

process implemented at the airport

Identify different actors being part of the airport daily activity and learn interactions between

them


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Evaluate principal aspects that should be taken into account in emergency situations and how

to plan them

Match the interconnections between the airport and the territory and identify possible

externalities of airport operations within the territory

4.3 Module list

The course comprises of five short modules as outlined below. The module descriptor for the fourth

module called ‘An Introduction to Human Factors in Airport Operations’ has been fully developed and

is shown in Appendix 3. The other modules would be developed as part of a company’s induction

process or a VET provider’s module portfolio.

1. Airport Infrastructures

Landside infrastructures and facilities

Airside and Air navigations aids

Airport Technical Services: Maintenance of infrastructures in the movement area

Adequacy of airport infrastructure to the type of aircraft operating in it.

Passenger service

Airlines service

ANSP

Suppliers for land and air operations

Interactions among all participants in airport activities

2. Ground Operations

Assistance to aircraft (handling, refuelling, catering, baggage).

Cargo

Airport information (NOTAM, AIS, daily slot management, METEO)

Adverse weather conditions

Other irregular operations

Emergency situations

3. Management

Strategic Planning and Master Plan

Management systems (including Quality and new management systems)

Economic and financial management

Future challenges of airport management

4. An Introduction to Human Factors in Airport Operations

Introduction to human factors

Typology of human factors

Human error

Human performance in airport operations

Management of human factors risk in airport operations

5. Safety and Security

Regulation

SMS


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Agents participating

Risk assessment

Equipment

Procedures and emergency cases

Environmental impact of airport operations (noise, illumination, CO2 emissions,

discharge of polluters)

Bird-strike management

Interaction with territory

4.4 Teaching and Learning Philosophy

The course duration is five days. Each module should have a duration of 8 hours. To support the course it

is recommended that a visit to an airport is arranged. The course should combine lectures and oral

presentations and be supported by online activities. The teaching approach is shown in Table 3.

TEACHING APPROACH Lectures Short and concise oral presentations for each module. Ideally

involving speakers from the aviation industry.

Practical exercises At the end of each oral presentation the speaker may propose a short practical exercise be worked on by the students.

Tutorials The course will contain group tutorial to answer outstanding questions and discuss concepts and case studies introduced.

On-line materials e-learning materials will be used during and in-addition to the scheduled lecture time. This allows participants to refresh themselves with concepts that have been taught or repeat sessions. These will also be used to extend knowledge and provide additional reading in subject areas of particular interest.

Table 3: Course teaching approach

4.5 Assessment Strategy

The assessment of the course will be carried out by the evaluation of different activities performed

during the course.

Attendance of at least 80% is required at scheduled lectures to complete the course

satisfactorily.

Practical exercises and discussions will be used as formative assessment during the module.

Each module will finish with either a summative multiple choice test or a presentation.

To pass the course the student is required to achieve a minimum average mark of 60%.


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5. Human Factor Awareness Training for Managers

As one of the aims of the AIRVET project is to support and develop materials for VET, we felt it was

important to design a module that can stand-alone and be offered by VET providers. This module

could be combined with others in the VET provider’s portfolio to offer a bespoke course for industry or

be offered on its own as either an awareness or refresher training course. To support VET providers,

rather than develop a course, which might not fit with their current portfolio, we have designed a single

module. Currently many VET providers offer a version of the human factors module needed for the

part-66 maintenance training. Our module is of a week’s duration and aims to provide a different focus

for teaching an introduction to human factors. Our course is designed for managers in response to a

skills gaps that has been identified. The module syllabus concentrates on the generic human factors

impacting on the wide range of tasks encompassed by airport operations, but it also develops aspects

of direct relevance to managers.

The module objectives, intended learning outcomes, teahing and learning philospohy and

assessemement strategy are all described in the module descriptor shown in Appendix 4.


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6. Airport Industry Introduction

This course is designed as a one day event aimed at enthusing young people about possible careers

within an airport environment. The course is designed to enable it to be delivered within a school and

therefore a more flexible module delivery is envisaged to fit within the specific resources and

restrictions of the school or college environment.

There are four short modules within the course, with each designed to be very short and only 90

minutes long. Each module uses a different learning pedagogy to help keep the student engaged

throughout the day. The four learning approaches are based on: classroom presentation; e-learning;

practical case-study, and an interactive quiz. The course has been designed using some of the

AIRVET team’s experience of working on another EU funded project called Fly Higher

(http://www.flyhigher.eu/).

6.1 Course aims and Learning Objectives

The course aims to:

Equip young people with the knowledge to enable them to make an informed decision as to the potential career paths available within the aeronautical industry and particularly within airport operations.

Present young people with an understand of the impact human factors (errors) have in the aviation industry and hence illustrate why such a great emphasis is placed on this aspect in the operation of an airport.

Broaden the knowledge of the young people with respect to the structure and organisation of a typical commercial airport.

Promote the aviation industry and help provide this industry with a greater and more diverse range of potential future workers.

Enable young people to experience a range of different learning and teaching styles typical within a VET training environment.

At the end of the course, the students should be able to :

Identify a diverse range of careers available within the aviation industry

Understand the structure and organisation of a typical commercial airport

Understand the impact of human error in the aviation industry

6.2 Course Module List

The course is delivered over a single day with four 90 minute sessions. The intended order of module delivery is as shown in Table 3.

Module title Brief Module Outline

http://www.flyhigher.eu/


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Airport Introduction This module outlines the typical operation of a commercial airport –

including air traffic management, ground operations and aircraft

maintenance. This is a classroom based module of presentations and

discussion.

Aerospace: Humans,

limitations performance

and errors

The second module of the course is designed to introduce the basic

concepts of human factors, but related to the influence of human error in

the safety and security of the airport operation. It is proposed that this

should be predominately an e-learning based module with access to on-

line materials developed in the AIRVET project.

Airport Case Study The third module utilises a group based activity themed around an

airport/aircraft related problem. This is an activity based module utilising

practical work.

Aviation Career

Awareness

The final module of the course highlights the range of career

opportunities within the aviation industry and the typical person attributes

these roles would require. A quiz activity is suggested to be developed

using career facts sheets.

Table 3: Module outline presented in preferred order of delivery.

6.3 Teaching and Learning Philosophy

The course combines a number of different pedagogical approaches to help maintain interest

throughout the day long course. Some on-line learning material will be utilised within the human

factors module and this material will also be available outside the scheduled class, which would allow

extension work outside of the normal course operation.

A range of potential case study topics are included, which allow for the course to be tailored to the

specific age/ability/interest of the target audience and the availability of physical resources. The case

study topics will allow the students to conduct a directed investigation into some aviation related topic

and report back their findings. The types of investigation could include the flying characteristics of

different aircraft types achieved through use of aircraft flight simulation software, design/layout of

commercial airport, recycling (more sustainable aviation industry) or a preliminary crash investigation.

The teaching would ideally be undertaken by individuals with some experience of working in the

airport industry to help bring the practical aspects of the material to life. However to maximise the

opportunities for course delivery the on-line resources will be sufficient to make this industrial

experience advantageous rather than essential.

6.4 Module Summary – Airport Introduction

This modules uses a classical instructor teaching approach. The aim of the session is to outline the

typical organisation and structure of an airport to highlight the range of operations which need to be

performed to efficiently run a modern commercial airport.

The module will examine three key areas of the airport operation:

Air traffic control (function of tower, flight scheduling, dispatch, monitoring and navigation)


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Ground operations (ticketing, passenger/cargo management, fire/rescue and airfield maintenance)

Aircraft maintenance (first and second line maintenance)

6.5 Module Summary – Humans: Their performance and errors

The module has bene fully developed and is shown in appendix 5. It uses the e-learning material

developed as part of the AIRVET project to provide the students with an understanding of the impact

human behaviour (error) has on the safety and security of an airport/aircraft operation. The e-learning

material is supplemented by classroom activities to reinforce the human factors which limit the

performance of individuals and how their limitations need be controlled within the safety conscious

working environment of the aircraft industry.

6.6 Module Summary – Airport Case Study

The module aims to deepen the students’ understanding of one aspect of the aviation industry through

a group based activity. Case studies are used to provide a distinct theme for the activity. Possibilities

include a flight simulation theme, where the case study explores the science underlying flight from

airflow and aerodynamics, to the control surfaces used to manoeuvre the aircraft inflight. Flight

simulator software is used to reinforce the teaching to engage the students in typical take-off and

landing procedures. Another theme could be one based on airport design, where student groups

design the layout of an airport and assess the quality of their design to meet the modern day

requirements of a busy international terminal. Alternatively, a crash investigation of an incident related

to a human factors accident could be designed or an interactive virtual wind tunnel exercise using

freely availalbe software.

6.7 Module Summary – Aviation Career Awareness

This module uses a quiz to help students discover the typical skill and knowledge attributes that

different careers within the aviation industry require. The aim of the module is to get the students to

think about their own skills/personality traits and realise that many of these are similar to the skills

needed by professional within the aviation industry.

The module will need to be tailored to the audience depending upon their age and background. The

quiz activities could utilise currently available online resources for career kits. There is a range of high

quality material available on the internet. Example of suitable materials are:

The career kits developed as part of the EU funded project FlyHigher:

http://www.flyhigher.eu/teachersadvisors/wp-content/uploads/sites/3/2014/03/Careers.png

A complementary set of information on career guidance information created specifically for the

aeronautical industry is the London City Airport careers information cards:

http://www.londoncityairport.com/downloads/lcy-option07web.pdf

Some information on YouTube on specifc airport careers can be found at:

http://www.londoncityairport.com/aboutandcorporate/page/careers

http://www.flyhigher.eu/teachersadvisors/wp-content/uploads/sites/3/2014/03/Careers.png

http://www.londoncityairport.com/downloads/lcy-option07web.pdf

http://www.londoncityairport.com/aboutandcorporate/page/careers


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6.8 Assessmement Strategy

Student learning on individual modules is supported primarily by course instructors, and whilst no

formal assessment of the learning is advocated, it would be good practice to gather feedback on the

effectiveness of the course delivery. Informal assessment of the student participation and

understanding can be gathered from any case study module presentation and career awareness quiz

results.


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7. Conclusions

This report summarises the development of four course to address skill gaps in areas related to

human factors. These courses have been purposely designed to be of different sizes to suit a variety

of audiences. A detailed description of a module for each course is presented with the detailed

module descriptors contained in appendicies 2-5. Each module description contains references to e-

learning objects which have been developed and tested as a part of Work Package 4 of the AIRVET

project.


22


8. Appendix 1: Existing Training Programmes

This appendix lists training programmes, provided by the AIRVET partners, giving examplars of

human factor training courses within the EU. A representation of courses to meet the EASA training

requiemements and VET courses across the avaition industry are provided.

8.1 Human Factors Module 9A Syllabi summarised from EC

2042/2003, Annex III (Part-66).

The applicable regulation for ‘Continuing Airworthiness’ is Commission Regulation (EC) No 2042/2003,

20th November 2003. The overall structure of 2042/2003 contains the core regulation followed by key

annexes covering the activities of airworthiness organisations, personnel licencing and training (VET)

providers. Annex III, Part-66 defines the structure of the aircraft maintenance licence and provides

details on learning curriculum structure and content.

EASA has established a multi-level modular course (EASA Part 66) for the approval of work on aircraft

in civil use within the EU. Irrespective of the respective national educational systems, successful

examination of the modules is a prerequisite for work on aircraft. EASA Part 66, affects skilled

maintenance and repair workers on licensed civil commercial aircraft. Details of the complete course

were described in deliverable D2.2 of this project.

Module 9 of this course is called Human Factors and provides training on work logging and factors

affecting performance. The sylabus of this module is shown below. It seems that there is a potential

gap in training the use of practical tools and methods and techniques to achieve the administrative,

planning and time management burden especially in a more electronic world.

8.1.1 EASA Module 9: Human Factors

General

The need to take human factors into account;

Incidents attributable to human factors/human error;

‘Murphy’s’ law.

Human Performance and Limitations

Vision; Hearing; Information processing;

Attention and perception; Memory;

Claustrophobia and physical access.

Social Psychology

Responsibility: individual and group;

Motivation and de-motivation;

Peer pressure; ‘Culture’ issues; Team working;


23


Management, supervision and leadership.

Factors Affecting Performance

Fitness/health; Stress: domestic and work related;

Time pressure and deadlines; Workload: overload and underload

Sleep and fatigue, shiftwork; Alcohol, medication, drug abuse.

Physical Environment

Noise and fumes; Illumination;

Climate and temperature; Motion and vibration;

Working environment.

Tasks

Physical work; Repetitive tasks;

Visual inspection; Complex systems.

Communication

Within and between teams; Work logging and recording;

Keeping up to date, currency; Dissemination of information.

Human Error

Error models and theories; Types of error in maintenance tasks;

Implications of errors (i.e. accidents); Avoiding and managing errors.

Hazards in the Workplace

Recognising and avoiding hazards; Dealing with emergencies.

8.2 An example of a Human Factors course from the training

provider Global Air Training

This course is described in http://www.globalairtraining.com/maintenance-human-factors-

instructor.htm

This course is provided by a specialist aircrew training provider who have provided taining to over 500

leading international airlines, national aviation authorities, the military and others based in every

continent of the world. The course, detailed below, is provided for those wishing to become

instructors. As such the course meets the requirements of Part 66 as European Part 66 certificate

holders are required to perform their functions under the aegis of Part 145 which concerns the

http://www.globalairtraining.com/maintenance-human-factors-instructor.htm

http://www.globalairtraining.com/maintenance-human-factors-instructor.htm


24


maintenance of EASA aircraft used for Commercial Air Transport (CAT), or aircraft classified as a

“Large Aircraft”.

The course is of five days duration. It utilises video footage, case studies and investigation board

reports. Following the course the student will be able to deliver Human Factor training for licensed

engineers, managers and all personnel working in the aircraft maintenance environment. The outline

of the course is shown below.

Day One

Training MHF - Introduction

Instructional techniques

Presenting information

Coaching and giving feedback

The need to address and understand MHF

Social psychology

Social, cultural and organisational environment

Day Two

Human error

Slips, lapses, mistakes and violations

Error chain concept, theories and models

Human performance and limitations

Fitness and health, stress

Pressures and deadlines, workload

Tiredness and fatigue

Alcohol, medication and drugs

Day Three

Physical environment

Noise, fumes, illumination, climate and temperature, motion & vibration

Confined spaces, vertigo

Distractions and interruptions

Procedures, practices & tasks

Inspection and reporting

Access to information and technical documentation

Day Four

Effective communication, with and between teams, verbal and written

Importance of handover

Dissemination of information

Teamwork, principles and benefits

The effective team

Management, supervision and leadership

Professionalism and integrity

Individuals responsibility

Standards, currency

Preparation for final assessment


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Day Five

Written exam

Delegate assessment presentations

General synopsis and questions

Certification

8.3 The UK Training Provider City & Guilds Human Factors module

The module is provided as part of its Level 2 Certificate in Aircraft Maintenance (Military Aircraft) and is shown in the link: http://cdn.cityandguilds.com/ProductDocuments/Engineering/Mechanical/2675/2675_Level_2/Centre_documents/2675-01_L2_Qualification_handbook_aircraft_maintenance_v1.pdf The module, numbered 035, is called Human Factors in Aviation and aims to give the learner a comprehensive knowledge of human factors within the aircraft industry to assist them in living and working safely. It is a mandatory subject within the industry. The unit covers the complete syllabus of EASA Module 9 for Category B 1 and B2 licences. The module is 40 hours in length and assessed by an on-line multiple-choice test. Learning outcomes

understand why human factors are important in aviation.

understand features and limitations of human performance.

understand aspects of social psychology.

understand personal factors that affect human performance.

understand how physical aspects of the working environment affect human performance.

understand how categories of tasks can affect human performance.

understand communication in the workplace.

understand the causes of human error.

understand the human factors aspects of aircraft incidents.

understand risk assessments in aeronautical engineering environments. The detailed contents of how each of the ten objectives are met is shown below. Outcome 1 Understand why human factors are important in aviation Meaning of the term and how it is used in aviation SHEL Model, ‘Murphy’s Law’, anthropometry Safety of employees, passengers, people on the ground etc Safety of assets (eg: aircraft, equipment etc) Long-term health of employees Efficiency of the organisation Working environment Work patterns, Social habits, Work load, Communication, Employee health. Outcome 2 Understand features and limitations of human performance Main parts of the eye

http://cdn.cityandguilds.com/ProductDocuments/Engineering/Mechanical/2675/2675_Level_2/Centre_documents/2675-01_L2_Qualification_handbook_aircraft_maintenance_v1.pdf

http://cdn.cityandguilds.com/ProductDocuments/Engineering/Mechanical/2675/2675_Level_2/Centre_documents/2675-01_L2_Qualification_handbook_aircraft_maintenance_v1.pdf


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Seeing in high and low light Peripheral vision Interpretation by the brain Parts of the ear Effect of noise – percussive, prolonged high intensity, varying pitch Noise Induced Hearing Loss Legal requirements for hearing protection Correct protection for frequency range Fatigue Age Complexity of information Artificial stimulants/depressants Types (iconic, echoic, episodic, semantic) Eg: Overconfidence, Boredom, Complexity of information Long and short sight, Optical illusion including the strobe effect, Persistence Moving from light area to work in the dark Optimum lighting for typical tasks Use of spectacles and magnifiers Hearing High and low tone deafness, Tinnitus, Hearing damage, poor communication At height and in confined spaces eg: Claustrophobia, Fear of heights, Limited access/egress to a large space, Confined space Specific tasks (eg: inspections on fuselage crown or in equipment bays) Low concentration, Rushing the task, Cutting corners Outcome 3 Understand aspects of social psychology Outline of a typical organisation including maintenance Typical roles and responsibilities Individuals and groups or teams Individual responsibility when working alone and within a team Group or team responsibilities Overview of group and inter-group dynamics (eg: rivalry, polarisation, ‘social loafing’) Overview of: Fulfilling individual needs, Maslow’s Hierarchy of Needs, Individual motivation, Motivation by management, Characteristics of motivation and de-motivation Personal situation Conformity and non-conformity, Pressure from co-workers, not management, Advice and pressure from more experienced colleagues to adopt particular work practices How it can affect performance of maintenance tasks Overview of different types of culture (eg: safety, organisational, shift, team, social etc.) How company culture can compromise best working practices Advantages and disadvantages of team working Team identity, Working with other teams, Ownership of tasks, Communication, Co-operation Mutual support, Difference between management and supervisor roles What should an employee expect from a supervisor? (eg motivation, support, guidance etc.) The basic characteristics of a leader. How and when any individual might provide leadership eg: Passing on knowledge and experience to colleagues, Organising and directing group tasks, Inspection and reporting on the work of others. Outcome 4 Understand personal factors that affect human performance Legal requirement for individual physical and mental fitness while at work Types of medical condition that might affect work eg:


27


Minor illness (eg: cold, ‘flu, sickness), Major physical illness (eg: heart attack, stroke, cancer), Mental illness (eg: depression), Minor physical injury (eg: sprained wrist, pulled muscle, cramp), Major physical injury (eg: broken bones, lacerations), Effects of toxins and other substances (eg: carbon monoxide, alcohol, drugs), Gradual deterioration in physical condition Define ‘stress’ (eustress, distress, acute stress, chronic stress, hypo stress, hyper stress) Sources: Home (eg: family illness, divorce), Work (organisational, task related), Acute and chronic stress Explain how stress can affect individual performance at work Actual, perceived and self-imposed deadlines Effects of time pressure and deadlines Managing time pressure and deadlines Definition and results of of work overload and underload Factors determining workload Workload management Five stages of sleep Circadian rhythms Fatigue (causes, symptoms) Advantages and disadvantages of shift work Working at night Types of shift pattern Types, effects, short and long term consequences of abuse of: Alcohol, Prescription medication, Over-the-counter medication, Illegal drugs Effects on individual work performance Alcohol limits and legal requirements for aircraft engineers: CAP 562/AN47, Transport legislation/AN45 Health and Safety legislation. Outcome 5 Understand how physical aspects of the working environment affect human performance Concentration, Communication Safe oxygen levels Ability to see detail Moving between areas of different illumination, including well-lit hangar and night flight line Strobe effect and propellers Cold/wet, warm/dry, hot/humid environments Working at height on scissor platforms and cherry picker Unsteady platforms Use of rotating or percussive tools Vibration White Finger The three components of a working environment: Layout, Cleanliness, Ease of movement between work areas Lighting, noise, atmosphere, temperature Social environment Tasks, tools and information. Outcome 6 Understand how categories of tasks can affect human performance Defining the task Defining the resources Personal skills and proficiency Information Work environment Physical effort Effects of ageing


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Ignoring manuals, job cards etc. Complacency Making assumptions Importance of good eyesight Knowledge of the inspection Illumination Concentration Systematic search Simple system: transparent to the engineer Complex system: opaque to the engineer Clear understanding of the purpose of the system System-specific training Pooling of knowledge and skills Clear and comprehensive information and guidance. Outcome 7 Understand communication in the workplace Prevention of accidents Maintaining good working relations Organisational efficiency Formal work logging Inspection Verbal, Written, Body language, Workplace social culture Communication between all levels of an organisation Refresher training, Reading briefing material, Notices and amendments to maintenance procedures, Reading professional journals Undertaking up-skilling and further licence training. Outcome 8 Understand the causes of human error Induced Variable Reversible/irreversible Slips, lapses and mistakes The ‘Swiss Cheese Model’ Complacency Environmental capture Rule-based errors Violations Individual practices and habits Errors associated with visual inspection Latent/active errors Self discipline Safety Management System Anonymous and blame-free reporting Training Logging and analysis. Outcome 9 Understand the human factors aspects of aircraft incidents Using extracts from an actual report Filter out irrelevant detail How, why, when where, who Presentation aids such as flow diagrams Identify what should have been done Analyse the information and identify contributing factors Including where possible:


29


Personal behaviour, Environmental conditions, Management, Organisational culture Including where necessary, brief details of: Environment, Personal issues, Organisation Nature and mix of allocated tasks Recommendations for preventative action Outcome 10 Understand risk assessments in aeronautical engineering environments Hazard, Risk, Severity Likelihood (probability) Identify hazards Decide who might be harmed and how Evaluate risks and decide on precautions Record findings and implement them Review and update Recommend ways of eliminating or reducing to an acceptable level, a range of identified risks Reduce the likelihood of them happening Management of workplace emergency situations such as fire, spillage, personal injury etc

8.4 IATA Human Factors for Airport Operations

The IATA Training and Development Institute have over two hundred courses and trains more than

95,000 professionals and students each year. This module detailed in

http://www.iata.org/training/courses/Pages/groundops-human-factors-tapg03.aspx

and runs over three days. It can be used towards completing an IATA Diploma course in either Airside

Operations Excellence Diploma or Ground Operations Diploma.

The course is designed for people working in airport operations and the content covers nine topics:

Introduction to the human factors concept

The influence of human factors in aviation

Comparing human error and technical fault incidents

How human factors can improve safety

Examples of human error and technical fault incidents (exercise)

Analysis of initiating and modulating factors

Analysis of the “Top-12” human factor issues in ground operations

Responsibilities for monitoring, reporting, training and auditing

Communication, responsibilities and Standard Operating Procedures (SOP)

The course is also available in distance learning format of duration 40-45 hours followed by a 2.5

hours examination. This version of the course is supported by a textbook and e-learning materials.

8.5 Some human factor guidelines from EUROCONTROL

EUROCONTROL, the European Organisation for the Safety of Air Navigation, is an intergovernmental

Organisation with 41 Member States, committed to building a Single European Sky that will deliver the

air traffic management performance required for the twenty-first century and beyond. The course is

described in: https://www.eurocontrol.int/articles/human-factors-case and focuses on the role of

human factors in the design, evaluation and implementation of Air Traffic Management systems. It is

http://www.iata.org/training/courses/Pages/groundops-human-factors-tapg03.aspx

http://www.iata.org/training/diploma_program/Pages/ramp-handling.aspx

http://www.iata.org/training/diploma_program/Pages/ramp-handling.aspx

http://www.iata.org/training/diploma_program/Pages/ground-operations.aspx

https://www.eurocontrol.int/articles/human-factors-case


30


a different type of course as it provides a methodology for considering human factor issues rather than

focusing on teaching the usual introductory theories.

The course uses a ‘case’ process to help ensure that human factors are integration in projects and

throughout an ATM project life-cycle. The objective is that the Human Factor Case process can be

iterative and reapplied through each lifecycle phase as the project matures.

8.6 A Human Factors course from the French National School of Civil

Aviation.

The National School of Civil Aviation (ENAC) provides initial training and development for engineers,

managers and key players in the field of civil aviation. A public, administrative, ENAC is under the

supervision of the Ministry of Transport (General Directorate of Civil Aviation). The course described at

http://www.formationcontinue-enac.fr/fr/co/AVI06.html is a five day, 26 hour course, example from a

training provider. It is aimed at Engineers and Executives and is a specific VET course.

Objectives

After completing this course you will be able to:

explain how Human Factors are applied to the engineering and operation of cooperative avionics systems

understand how a model of the interactions between operators and their environment helps identifying potential system failures

explain how operators process and memorize information and define their physiological limits

identify what causes stress and what are the consequences on operator performance

define place and role of the operator within automatic systems

define the impact of automation on operator performance, define the impact of new technologies of communication on air-ground and air-air co-operation

describe human factors approaches in representative industrial development processes

Content

Introduction to Human Factors :

Human Factors objectives and examples

Safety figures

Definitions

Models : SHELL and Reason Models

Operators (pilots and controllers) cognitive functioning

Physiological functioning

Cognitive functioning

Operators (pilots and controllers) affective functioning

Workload

http://www.formationcontinue-enac.fr/fr/co/AVI06.html


31


Stress

Errors and Violations

Resilience

Impacts of new technologies :

New technologies

Design and assessment

Industrial study cases

Dassault Aviation Falcon 7X human factors activities

Air traffic control study cases to illustrate human factors

Airbus human factors activities for designing cockpits

ATM Human Factors activities by Thales ATM

ENAC also offer a Master degree on HCI. This course encompasses a 72 hours teaching on Human

Factors that focuses on providing software engineers specialising on interactive systems with a

background on HCI.

The course (http://www.enac.fr/en/menu/formations/formations-1er-et-2eme-cycles/master-ihm) contains information on:

User Templates and design

Analysis of situations of use

Assessment of software ergonomics , neuroscience of perception and mobility

8.7 A French course for young people to learn about Human Factors

The course is a 115 hour taught, 2 days per month, over 9 months course at the University Paris Descartes called ‘The Basics of Human Factors in the design of aviation human-machine systems’. It is described on the website: http://www.scfc.parisdescartes.fr/index.php/descartes/formations/biomedicale/du-bases-facteurs-humains-pour-la-conception-de-systemes-homme-machine-en-aeronautique/%28language%29/fre-FR

The course provides a focus on Human Factors from a psychology viewpoint with aviation.

The course comprises of nine module: Module 1: Physical design of equipment and workstations Module 2: Basic elements aviation physiology Module 3: Applied Sensory Physiology Module 4: Alertness, fatigue, stress and chronobiology Module 5: Cognitive Ergonomics I - general framework Module 6: Ergonomics cognitive II - practice of cognitive ergonomics Module 7: Cognitive Ergonomics III - cooperative systems Module 8: Cognitive Ergonomics IV - security and integrated approach to the design of large technical systems Module 9: integration of knowledge in all modules - practical sessions.

http://www.enac.fr/en/menu/formations/formations-1er-et-2eme-cycles/master-ihm

http://www.scfc.parisdescartes.fr/index.php/descartes/formations/biomedicale/du-bases-facteurs-humains-pour-la-conception-de-systemes-homme-machine-en-aeronautique/%28language%29/fre-FR

http://www.scfc.parisdescartes.fr/index.php/descartes/formations/biomedicale/du-bases-facteurs-humains-pour-la-conception-de-systemes-homme-machine-en-aeronautique/%28language%29/fre-FR


32


8.8 A course provided at Universitat Rovira i Virgili by the

Foundation Learning Centre

The course is offered virtually and examines human factors in aviation, basic physiology and

psychopathology. The VET course covers the topics of human reliability, resource management in

aviation and psychological intervention in organisations. The course has 70 teaching hours and is

taught in Spanish and Portuguese.

The course is particularly aimed at pilots, air traffic controllers, engineers, aircraft maintenance

technicians, Cabin Crew Passenger, flight dispatchers and airline managers. Details of the course are

provided at www.fundacio.urv.cat/formacio

8.9 A course provided by the University Carlos III of Madrid (UC3M)

and the Spanish Association for Aviation Psychology.

The course title is ‘Advanced Course of Expertise in Psychology of Aviation and Human Factors’. The

course is available for student is the final year of their degree as well as being open to aviation

professionals. The course consists of four modules of 10 hours each and is described in the website:

http://www.atc.uc3m.es/?q=curso-superior-de-especializaci%C3%B3n-en-psicolog%C3%AD-de-la-

aviaci%C3%B3n-y-factores-humanos

Module 1. Development of Aviation Psychology

Definitions and introduction to the structure of the aviation sector.

Concept of safety. Case studies of implementation of management systems safety.

History of aviation psychology.

The role of aviation psychologist.

Module 2. Human Factor in Aviation

Psychophysiological factors

Behavioral and cognitive factors (fatigue, stress, decision making, human error)

Identification and risk mitigation in automated booths

Sociological factors

Organisational factors

Organisational environment and culture of safety. Quality Systems

Module 3. Application Areas of Aviation Psychology

Selection

Training (FF.HH. and CRM, pilots, TCP, drivers, maintenance, training of trainers, etc.)

Risk prevention, counseling and coaching

Ergonomics and human factors in complex systems of high risk

http://www.fundacio.urv.cat/formacio

http://www.atc.uc3m.es/?q=curso-superior-de-especializaci%C3%B3n-en-psicolog%C3%AD-de-la-aviaci%C3%B3n-y-factores-humanos

http://www.atc.uc3m.es/?q=curso-superior-de-especializaci%C3%B3n-en-psicolog%C3%AD-de-la-aviaci%C3%B3n-y-factores-humanos


33


The aviation psychology in the military field

The FF.HH. in aerial activity linked to RPAs

Module 4. Areas of Intervention Aviation Psychology

Prevention and Health Management. Behavioural disorders associated with the activity

Psychological intervention in crisis situations (CISM)

Treatment of post-traumatic stress in high-risk situations

Intervention in the Management of Organisational Security. Safety management systems (SMS)

The investigation of aircraft incidents / accidents from the psychological point of view

8.10 A module available as part the vocational training college CESDA

in Reus, Spain

CESDA (http://www.cesda.com/en/about-us) is, a University college annexed to the UNIVERSITAT

ROVIRA I VIRGILI and offers VET courses leading to professional qualifications. The ‘Human Factors

and Aviation Psychology’ module described below is used to provide Human Factor training.

Human Factors in aviation.

History and evolution. 1.1 Introduction. 1.2 Conceptual and methodological framework of Human Factors. Contributions of the various branches of science. The human being as a bio-psychosocial product. 1.3 Involved stakeholders: Pilots, flight attendants, air traffic controllers, operational personnel, engineering and maintenance staff, company managers, etc. 1.4 Human Factors and flight safety. Conceptual models. Statistics. 1.5 Evolution of the paradigm of flight safety. 1.6 Risk management in flight operations from an ecological perspective.

Basic physiology and psychopathology in aviation

2.1 Flight Physiology. 2.2 Man and environment. 2.3 Health maintenance. 2.4 Poisoning. 2.5 Incapacitation. 2.6 Disturbances of body rhythm. 2.7 Syndromes of maladjustment and psychopathology of flight crew members. 2.8 Psychopathology of today’s work. 2.9 Fatigue, stress and anxiety.

The processing of information and human behaviour.

3.1 The overall system. 3.2 Attention and monitoring. 3.3 Mechanisms of perception, senses and memory. 3.4 Individual factors that influence human behavior: Personality, intelligence, skills, aptitudes, competences, attitude, interest / motivation, impulses, learning, etc 3.5 Psychosocial factors that influence human behavior: The processes of human subjectivity, interpersonal relationships, social commitment and work. 3.6 Environmental factors that influence human behavior: Influence of where the activity takes part, influence of habitat where the staff lives and those from the work activity.

Human reliability.

http://www.cesda.com/en/about-us


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4.1 The error: Models of human error. Types of errors. -Etiology of error. Prophylaxis (management) of the error.

Resource management in aviation.

5.1 Teamwork 5.2 Coordination and cooperation. 5.3 Leadership and management styles. 5.4 Communication. 5.5 Strategies for problem solving. 5.6 Assessment skills: behavioral indicators, etc. 5.7 Theoretical and practical decision-making approaches. From Normative (or analytical) models to models in the real work environment. 5.8 Situational awareness. 5.9 Attitudes dangerouses. 5.10 Computer and Automation flight: advantages and disadvantages. Interaction of individuals in high-tech environments.

Psychological intervention in the organizations of the aviation industry.

6.1 Culture and organizational climate. Organisational behaviour. 6.2 Relationship cost benefits of intervention programs in human factors

Ethics and aviation.

Construction and presentation of a text on the subject and the study of a case or a practical example from the experience of the participant.

8.11 A module available as part the National Qualifications Catalogue

in Portugal

This is one of three modules with Human Factors content available in Portugal and is part the National

Qualifications Catalogue (managed by the certifying authority ANQEP) and is part of the training and

professional profile of the following jobs (all EQF level 4):

521262 - Técnico/a de Maquinação CNC (Technician of CNC machining)

525260 - Técnico/a de Produção Aeronáutica - Montagem de Estruturas (Technician of aeronautic production – Structures assembling)

521263 - Técnico/a de Produção e Transformação de Compósitos (Technician of production and transformation of composites)

521261 - Técnico/a de Tratamento de Metais (Technician of Metal Treatment)

Additionally, this module will also integrate the professional profile “Técnico/a de Tráfego de

Assistência em Escala” (under validation)

Code: UFCD 5792 – Fatores Humanos

Duration: 25 hours

Link to detailed programme: http://www.catalogo.anqep.gov.pt/Ufcd/Detalhe/5113

Main content:

General issues

http://www.catalogo.anqep.gov.pt/Ufcd/Detalhe/5113


35


o The human factor in the work environment o Incidents attributed to human factors/human error o Murphy’s law

Human performance and limitations o Vision/audition o Information processing o Attention, perception and memory o Claustrophobia and physical tiredness

Psychological and social aspects o Individual and collective sense of responsibility o Motivation and demotivation o Pressure exerted by colleagues o Cultural problems o Teamwork o Management, supervision and leadership

Factors affecting performance o Health/physical condition o Stress caused by family and professional factors o Pressure caused by time and job factors o Workload: overload and underload o Sleep and tiredness, work shift o Abusive consumption of alcohol, medicines and drugs

Physical environment o Noise, smoke and illumination o Climate and temperature o Motion and vibration o Work conditions

Work o Physical work o Repetitive tasks o Sight inspection o Complex systems

Communication o Communication inside teams and among teams o Work registry o Update and fluency o Information broadcast

Human error o Error models and theories o Types of error in maintenance tasks o Implications of error (accidents) o Prevention and management of errors

Risks in workplace o Risk identification and prevention o Procedures in emergency situations

8.12 A module available in Portugal on Aeronautic Culture that

includes sessions on Human Factors.

This module is available in Portugal and is part the National Qualifications Catalogue (managed by the

certifying authority ANQEP) and is part of the training and professional profile of the following jobs (all

EQF level 4):


36


521262 - Técnico/a de Maquinação CNC (Technician of CNC machining)

525260 - Técnico/a de Produção Aeronáutica - Montagem de Estruturas (Technician of

aeronautic production – Structures assembling)

521263 - Técnico/a de Produção e Transformação de Compósitos (Technician of production

and transformation of composites)

521261 - Técnico/a de Tratamento de Metais (Technician of Metal Treatment)

Code: UFCD 5791 - Cultura aeronáutica

Duration: 25 hours


Main content:

Aeronautic culture - introduction

Quality tools (Pareto, Ishikawa, 5 “Why’s”, 5W1H, Brainstorming)

Hangar culture

Human factors and quality

Advisements regarding documentation

FOE (Foreign Object Elimination) programme

5S Programme

Aircrafts production – general aspects

8.13 A module available in Portugal on Aeronautics Excellence that

includes sessions on Human Factors

Code: UFCD 5793 Critério de excelência aeronáutica – Lean

Duration: 50 hours


Main content:

Introduction to excellence criteria (roles and responsibilities)

Integrated management system

Business planning

Management indicators and panel

5”S” concept

Sight control

Process certification

Economic viability analysis

Value Stream Mapping (VSM)

Standard work

Quality improvement team – Problem solution analysis

“Poka Yoke” concept

SMED (Single-Minute Exchange of Die) – Reducing Set Up time




37


TPM – Total Productive Maintenance

Just-in-time - Kanban

Kaisen concept

MFA – Market Feedback Analysis

Benchmarking

8.14 A module available in Poland from the company Zawod Pilot

Zawod Pilot a training, recruitment and consulting service. It has a section dedicated to Human Factor

training. The syllabus for the course ‘JAA Human Performance and Limitations’ follows the standard

EASA training requirmements and is described in:

http://zawodpilot.pl/human-performance-in-aviation/egzaminy-do-licencji-z-przedmiotu-czlowiek-

mozliwosci-ograniczenia/

The course contains the topics:

Human Factors Basic Concepts

Human Information Processing

Man and Environment – the sensory system

Human Error and Reliability

Human Behaviour

Decision Making

Human Overload and Underload

Cockpit Management

Basics of Flight Physiology

Health and Hygiene

8.15 The Operator's Guide to Human Factors in Aviation (OGHFA)

Skybrary provides a portal for human Factors at: http://www.skybrary.aero/index.php/Portal:OGHFA

and http://www.skybrary.aero/index.php/Portal:Human_Performance. This is not strictly a course, but

instead is a collection of human factors information focused on advancing commercial aviation safety.

The material is made available for others to use and initiates the sharing of knowledge and experience

to improve problem solving, critical thinking and judgment as a means of preventing errors and their

associated accidents, incidents and inefficiencies. The guide plans to:

Improve understanding of the consequences of your behavior and condition

Appreciate the safety and efficiency benefits of effective interactions among the humans in the aviation system

Better understand the importance to safety and efficiency of effective interactions with your tools, work rules and work environment

Learn techniques to optimise performance

Learn how to spot human factors problems before they result in an incident or accident

http://zawodpilot.pl/human-performance-in-aviation/egzaminy-do-licencji-z-przedmiotu-czlowiek-mozliwosci-ograniczenia/

http://zawodpilot.pl/human-performance-in-aviation/egzaminy-do-licencji-z-przedmiotu-czlowiek-mozliwosci-ograniczenia/

http://zawodpilot.pl/wp-content/uploads/2014/03/1_Human-Factors-Basic-Concepts.pdf

http://zawodpilot.pl/wp-content/uploads/2014/03/2_Human-Information-Processing.pdf

http://zawodpilot.pl/wp-content/uploads/2014/03/3_Man-and-Environment-the-sensory-system.pdf

http://zawodpilot.pl/wp-content/uploads/2014/03/4_Human-Error-and-Reliability.pdf

http://zawodpilot.pl/wp-content/uploads/2014/03/5_Human-Behaviour.pdf

http://zawodpilot.pl/wp-content/uploads/2014/03/6_Decision-Making.pdf

http://zawodpilot.pl/wp-content/uploads/2014/03/7_Human-Overload-and-Underload.pdf

http://zawodpilot.pl/wp-content/uploads/2014/03/8_Cockpit-Management.pdf

http://zawodpilot.pl/wp-content/uploads/2014/03/9_Basics-of-Flight-Phisiology.pdf

http://zawodpilot.pl/wp-content/uploads/2014/03/10_Health-and-Hygiene.pdf

http://www.skybrary.aero/index.php/Portal:OGHFA

http://www.skybrary.aero/index.php/Portal:Human_Performance


38


Prevent problems before they develop rather than having to react to them and correct them under pressure.

The guide could be used to complement training and provide additional technical and non-technical

abilities to cope with those situations that are not covered by procedures.

8.16 Human Factors in Aviation Maintenance (e-learning) provided by

SENSA in Spain, Madrid

SENASA is a company providing training, consultancy and technical assistance in aeronatics. It offers

a 12 hour course in Human Factors for aviation maintenance.

The module aims to make participants aware of new requirements about safety and Human Factors established in Part. 145. The module is suitable for:

Maintenance and Quality Managers in Aviation Maintenance;

Training Managers in Aviation Maintenance;

Workforce whose responsibilities require them to know regulations about Human Factors established in Part. 145.

The module contains:

General Introduction Value of Human Factors, Statistical information, Incidents

Organisational Factors Time pressure, Workload Management, Lack of workforce, Procedures, practices, misalignment and

rules. Technical documents availability and quality.

Shiftwork, Availability of information, Accountability, Management, Supervision and

Leadership, Decision making, Safety Culture, Organizational Factors

Human Factors Human Reliability, Workload, Fitness, Health, stress, fatigue.

Physical Environment

Labour environment, noise and smoke, lightning, Weather and temperature, Movement and vibration, Claustrophobia and Access, Labor risks, Physical work, Visual inspection.

Physical Capabilities and Limitations Capabilities and Limitations: Vision and Hearing

Psychological Environment Labour pressure, Group pressure, Motivation, Repetitive tasks, Complacency, Distractions

and interruptions, Complex systems, Cultural differences, Peer pressure.

Psychological Capabilities and Limitations

Information processing, attention and perception, complacency, situation awareness, memory, assertively, alcohol, medicaments, drugs.

Error Management Models and theories. Error types and maintenance tasks, Error Violations and implications

Continuous Improvement Processes


39


Error Avoidance and management, Reporting, Discipline, Error i n v e s t i g a t i o n , Task records, Problem solving, Deadlines, Change, Feedback.

8.17 AirBusiness Academy Course

This is a four day course on Crew Management and Fatigue Management descibed in

http://www.airbusiness-academy.com/courses/20/4/crew-management-fatigue-management

Objectives

Understand the requirements and processes expected for implementing an FRMS

Get a better understanding of Crew Fatigue drivers and factor, and how they should be

addressed, both at the crew level, and at the organisational level

Participants

New managers joining a Crew Management department

Airline Safety managers

Airline Financial managers

New comers with a Flight Ops consulting role at an aircraft manufacturer

Content

Introduction to fatigue and safety in aviation

Definition of fatigue and associate terms

Underlying mechanisms: sleep-wake regulation, body clock

Consequences of fatigue on human performance and safety

Individual Fatigue Management

General recommendations on crew rostering

Case studies based on airline examples

Regulatory aspects of FRMS: ICAO, ESA, FAA

Main components of FRMS (illustrated by examples from airlines)

Policy and responsibilities

Risk management: identification of hazards, risk assessment and management

8.18 An initial training course provided by the Air Formation Air

Business Academy

This is a 4 days course about Crew Management / Fatigue Management dewcribed at:

http://www.air-formation.com/documents/commercial/reglementaire/FHInitial2011V04.pdf

Objectives

Improve personal awareness of their physiological and psychological limits. Give all people

working directly or indirectly in maintaining an understanding of the origin of errors and

knowledge that these errors can be avoided in the course of the interview.

Allow all staff to identify and avoid situations that could potentially cause errors.

Increase the reliability and safety of the various actors involved in maintenance.

http://www.airbusiness-academy.com/courses/20/4/crew-management-fatigue-management

http://www.air-formation.com/documents/commercial/reglementaire/FHInitial2011V04.pdf


40


Provide basic knowledge of the Safety Management System (SMS)

Participants

EASA Part M & Part 145 and subcontractors;

People qualified PART M, 145 and 66 wishing to deepen their knowledge

Content

Introduction to Human Factors

Safety culture and organisational aspects

Human errors

Human performances and their limits

Environment

Procedures, information, tools and their use

Communication

Team work

Professionalism and integrity

Human Factor Steps

Case study


41


Appendix 2: The module Human Factors in Aircraft

Maintenance

Human Factors in Aircraft Maintenance

1. MODULE SUMMARY Aims and Target Groups

Psychological, physical and social factors can all have an impact on human performance and

behaviour. This module aims to provide students with an understanding of human factors and

considers their impact on safety and security in the aviation industry. Students will gain an

understanding of the need to take human factors into account in relation to maintenance procedures

and practices.

A student taking this module would typically be training to become an Aircraft Maintenance Engineer/

Technician through a B1/B2 EASA license.

This module will meet EQF level 4.

Duration

It is recommended that 50 hours of contact should be allocated for this module.

Required pre-requisite knowledge

A working knowledge of aircraft maintenance processes.

2. TEACHING, LEARNING AND ASSESSEMENT

Intended Learning Outcomes

Upon successful completion of this course, students should be able to understand:

1. Why human factors are important in aircraft maintenance (EQF IV knowledge) [10%]

2. How psychological, physical and social factors affect and limit human performance (EQF IV knowledge and skills) [20%]


42


3. How physical aspects of the working environment affect human performance (EQF IV knowledge) [10%]

4. How tasks can affect human performance (EQF IV knowledge) [10%]

5. Risk assessments in aeronautical engineering environments (EQF IV skill) [15%]

6. Communication in the workplace (EQF IV knowledge) [10%]

7. Causes of human error (EQF IV knowledge) [10%]

8. Human factors aspects of aircraft incidents (EQF IV skill) [15%]

Indicative Content

1. Why human factors are important in aircraft maintenance

Outline a typical organisation and the maintenance section

Define: SHEL model, ‘Murphy’s Law’ and anthropometry

Safety of employees, passengers and people on the ground

Safety of aircraft and equipment

Working environment, social habits, work load, and communication

Health of employees

2. How psychological, physical and social factors affect and limit human performance

Information processing, human error and reliability

Fitness and health, stress, workload, fatigue, medication, environment

The nature of tasks: physical work, visual inspection, complexity and repetition, shift cycles : [lesson 1 :

Human Error in Aviation Maintenance]

Work and communication within and between teams

Maslow’s hierarchy of needs

Sharing knowledge and experience

Difference between management and supervisor roles

Inspection and reporting on the work of others : [lesson 2 : Case Study – Helios Airways 522]

Characteristics of motivation and de-motivation: Individual motivation, Motivation by management

Conformity and non-conformity

How company culture can compromise best working practices

Leadership


43


Structure of the eye, seeing in high and low light, peripheral vision, interpretation, long and short sight

Structure of the ear and the effects of noise: prolonged high intensity, varying pitch, Tinnitus

Legal requirements for hearing protection

Fatigue, stress and causes, deadlines, low concentration, cutting corners : [lesson 1 : Human Error in

Aviation Maintenance + lesson 3 : Dirty Dozen]

Age, Illness

Complexity of information, overconfidence, boredom

Claustrophobia, Access limitations Fear of heights

Legal requirement for physical and mental fitness

Effects of toxins: carbon monoxide, alcohol, drugs, alcohol limits

3. How physical aspects of the working environment affect human performance

Concentration, Communication

Oxygen levels

Ability to see detail: Use of spectacles and magnifiers, strobe effect, moving between light and dark

Optimum lighting for typical tasks

Cold/wet, warm/dry, hot/humid environments

Working at height

Unsteady platforms

Use of rotating and percussive tools

Vibration White Finger

Layout: Cleanliness, Movement between areas, Noise, Temperature

Tasks, tools and information

4. How tasks can affect human performance

Personal skills and proficiency


44


Work environment

Physical effort required

Understanding the system

Pooling of knowledge and skills

Need for clear and comprehensive information and guidance.

Defining the resources required

Twelve most common factors influencing maintenance: The dirty dozen (e-leaning)

5. Risk assessments in aeronautical engineering environments

Hazard and risk, eliminating or reducing to an acceptable level

Severity and likelihood

The ‘Swiss Cheese Model’ : [lesson 1 : Human Error in Aviation Maintenance]

Identifying hazards

Evaluate risks and decide on precautions

Safety Management System

Review and update

Anonymous and blame-free reporting

Management of workplace emergency situations such as fire, spillage, personal injury

6. Communication in the workplace

Verbal, written, body language, workplace social culture

Maintaining good working relations

Organisational efficiency

Formal work logging

Inspection : [lesson 2 : Case Study – Helios Airways 522]

Communication within the organisation

Reading briefing material, notices and amendments to maintenance procedures

Prevention of accidents

High performance teams: features and development process


45


7. Causes of human error

Induced

Variable

Slips, lapses and mistakes : [lesson 1 : Human Error in Aviation Maintenance]

Complacency

Environmental issues

Rule, knowledge and skill based errors : [lesson 1 : Human Error in Aviation Maintenance]

Cognitive biases

Violations: origin and escalation : [lesson 1 : Human Error in Aviation Maintenance]

Individual practices and habits

Errors associated with visual inspection

Latent/active errors : [lesson 1 : Human Error in Aviation Maintenance]

Self discipline

Training

Logging and analysis

Human error in Aviation Maintenance (e-learning)

8. Human factors aspects of aircraft incidents

Using extracts from reports

Filtering out irrelevant detail

How, why, when where, who : [lesson 2 : Case Study – Helios Airways 522]

Identification of what should have been done

Analysing information and identifying contributing factors including where possible:

Personal behaviour, Environmental conditions, Management, Organisational culture

Including where necessary, brief details of: Nature and mix of allocated tasks,

Recommendations for preventative action

Case study: The Helious Airways S22 (e-learning)


46


Teaching and Learning

Teaching will be delivered through a combination of traditional classroom lectures and practical work.

The module can be enhanced by e-learning used either during the classroom teaching or as guided

study to reinforce the learning.

Study Activity Learning Hours

On-Line Material – e-Learning Objects 10

Classroom Teaching 25

Guided and self-study. 10

Assessment 5

Total 50

Method of Assessment

The assessment strategy comprises of a multi-choice test which is a common technique used for

obtaining an EASA license. However to aid learning, this module also incorporates a small formative

case study report to enable students to develop work on a relevant topic depending on their work

environment. This case study may be carried out as an individual or group activity and can be used to

encourage further discussion on the subject.

Asse

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report of a

Human

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Activity

8 F 0 5 hrs

2 Multiple

Choice

Examination

All S 100% 1 hr

Summative assessments (S) will be marked and the marks will contribute directly to the overall pass

requirement for the module.

Formative assessments (F) are intended to enable the student to learn from carrying out the

assessment and receiving feedback, but any marks are indicative of performance only and do not

contribute directly to the overall pass requirement for the module.


47


Reassessment is by new test.

Attendance Requirement

80% minimum attendance required for all classroom teaching activities.

3. MODULE RESOURCES

Essential Reading

Course materials

The three AIRVET (http://airvet-project.eu/) developed e-learning lessons specifically to support the

teaching on this module:

Human error in Aviation Maintenance – definition of error types, introduction to the

organisation accident model and a description of typical maintenance errors and factors

influencing technician performance.

Case study: The Helious Airways S22 – analysis of operator’s error and analysis of latent

causes at organisational and procedural levels.

The ‘Dirty Dozen’ – description of the dirty dozen and strategies/recommendations to help

manage these factors in the workplace.

Required Reading

Handbook of Aviation Human Factors (2009) by John A. Wise, V. David Hopkin, Daniel J. Garland.

CRC Press: USA

Applied Human Factors in Aviation Maintenance (2004) by Manoj S. Patankar and James C.

Taylor. Ashgate Publishing Limited: USA

Required Equipment

Access to on-line teaching materials.

Date of Last amendment

19/06/2015



48


Appendix 3: The module Human Factors in Airport

Operations

An Introduction to Human Factors in Airport Operations


Many ground handling related incidents at airports are due to human failings. This module aims to

provide an introduction to human factors and their impact on safety and security of airport operations.

The module will concentrate on the generic human factors impacting on the wide range of tasks

encompassed by airport operations, but will also include specific factors pertinent to specific ground

operation tasks. A student taking this module would typically be a new employee working within the

airport operations environment working for either an airline or an airport operator. This module would

typically form part of an induction course for new recruits.

This module forms part of a five module course introducing Airport Operations

This module will meet EQF level 3

Duration



No experience of having worked in an airport is necessary, but it would be beneficial if the student had

already completed a tour of an airport. This module forms part of a five module introductory course in

Airport Operations.

5. TEACHING, LEARNING AND ASSESSEMENT Intended Learning Outcomes

Upon successful completion of this module, students should be able to appreciate:

1. Why human factors are important in airport operations (EQF III knowledge) [10%] 2. Organisational/procedural factors which affect performance, safety and well-being (EQF

III knowledge) [15%] 3. Key human performance limitations (EQF III knowledge and skill) [25%] 4. The impact of communication and teamwork on workplace performance (EQF III

knowledge) [15%]


49


5. The impact of shift/task turnover and fatigue affecting performance and work-family dynamics (EQF III knowledge) [15%]

6. Risk management and implement procedures in an airport operation environment (EQF III skills) [20%]

Indicative Content

1. Why human factors are important in airport operations

Introduce human factors concept

Highlight influence of human factors in airport operations

Show how human factors can improve safety, loyalty and satisfaction of passengers and

employees

Study examples of human errors and their impact on airport security and safety.

Human factors as part of a robust management plan, risk-based approach

Identify top key human factors issues that impact airport operations

Human Factors and Decision Making in Airport Operations (e-learning)

2. Organisational/procedural factors which affect performance


Procedure management policy affects on performance

Operating procedures, audits, tools and sign off practices

Shift/task turnover issues

Working practices / fatigue


Training

Event management/investigation

Importance of managing processes to control human factors in airport operations

Manning levels, peer pressure, supervision

3. Key human performance limitations



Physical and non-physical limitation, motivation, task repetitiveness and complexity


Human error and technical fault incidents

Time availability

Work environment


Error models, types of errors

Transgression and deception

Competence

Communication & teamwork introduction

Fatigue and task/shift turnover introduction


50


4. The impact of communication and teamwork on workplace performance Verbal, written, body language, workplace social culture

Maintaining good working relations

Formal work logging

Inspection





Teamwork and Communication (e-learning)

5. The impact of shift/task turnover and fatigue affect performance


The nature of tasks: physical work, visual inspection, complexity and repetition

Distraction, false assumptions, personnel conflicts, cultural prejudices

Failure to document, information exchange during task turnover/shift changeovers

Effects of rotating shifts on health, sleep disturbances and work-family conflict

6. Risk management and implement procedures in an airport operation environment

Identification of safety hazards and effects of fatigue

Risk assessment

Identifying and mitigating risk

Assessing risk – likelihood verses severity

Regulation

Introduction to Safety Management Systems

Case study: (e-learning)


Teaching will be delivered through a combination of short, interactive classroom lectures. The module

will be enhanced by utilising e-learning which will also be available for additional study to reinforce the

learning.


On-Line Material - Learning Objects 1

Classroom Teaching 6


51


Assessment 1

Total 8


The assessment strategy comprises of a multi-choice test which is a common technique used in the

industry. However to aid learning, this module also incorporates a small formative case study report to

enable students to develop work on a relevant topic depending on their work environment. This case

study may be carried out as an individual or group activity and can be used to encourage further

discussion on the subject.

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1 A case study

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to a Human

Factors

investigation

in Airport

Operations

6 F 0 5

2 1 hour

Multiple

Choice

Examination

All S 100% 5 (including

preparation for 1 hr

test)






Reassessment is by new test.



6. MODULE RESOURCES


52


Essential Reading

Course materials

Required Reading

The three AIRVET (http://airvet-project.eu/) developed e-learning lessons could be used to support the

teaching:

Human Factors and Decision Making in Airport Operations

Teamwork and Communication

Case study:

FAA Operator’s Manual “Human Factors in Airport Operations”, 2007:

http://www.faa.gov/about/initiatives/maintenance_hf/library/documents/media/support_documentation/

opsman_ramp_final.pdf

“Methodology for Operational Risk Assessment in Aviation Organisation” ARMS working group:

www.easa.europa.eu/essi/documents/Methodology.pdf

“SMS for Aviation – a practical guide Safety Risk Management”:

http://casa.gov.au/wcmswr/_assets/main/sms/download/2012-sms-book3-safety-risk-management.pdf

Required Equipment

Access to on-line teaching materials


19/6/2015


http://www.faa.gov/about/initiatives/maintenance_hf/library/documents/media/support_documentation/opsman_ramp_final.pdf

http://www.faa.gov/about/initiatives/maintenance_hf/library/documents/media/support_documentation/opsman_ramp_final.pdf

http://www.easa.europa.eu/essi/documents/Methodology.pdf



53


Appendix 4: An Introduction to Human Factors in

Airport Operations

Human Factors in Airport Management


Many ground handling related incidents at airports have human failings as a causal factor. This

module aims to provide an introduction to human factors and their impact on safety and security of

airport operations. The module will concentrate on the generic human factors impacting on the wide

range of tasks encompassed by airport operations, but will also include specific factors pertinent to

specific ground operation tasks. Students will gain an understanding of the need to take into account

human factors when managing airport operation task procedures in a robust manner.

A student studying this module would work within the airport environment, which could include a range

of managers within functions of an airport for example: safety; baggage handling management; flight

coordinator or check-in supervisor.

This module could form part of a larger course or act as a stand-alone short course.


Duration



A working knowledge of at least one airport operation process gained through 6 months work within an

airport environment.

2. TEACHING, LEARNING AND ASSESSEMENT

Intended Learning Outcomes

Upon successful completion of this module, students should be able to understand:

1. Why human factors are important in airport operations (EQF IV knowledge) [10%]


54


2. Organisational/procedural factors which affect performance, safety and well-being (EQF IV knowledge) [15%]

3. Key human performance limitations (EQF IV knowledge and skill) [25%] 4. The impact of communication and teamwork on workplace performance (EQF IV

knowledge) [15%] 5. The impact of shift/task turnover and fatigue affect performance and work-family

dynamics (EQF IV knowledge) [15%] 6. Risk management and developing procedures in an airport operation environment (EQF

IV skills) [20%]

Indicative Content

1. Why human factors are important in airport operations

Introduce the Human Factors concept

Highlight influence of human factors in airport operations

Show how human factors can improve safety, loyalty and satisfaction of passengers and

employees

Human factors as part of a robust management plan, risk-based approach

Identify top key human factors issues that impact airport operations

Human Factors and Decision Making in Airport Operations (e-learning)

2. Organisational/procedural factors which affect performance

How company culture can compromise best working practices

Leadership


Procedure management policy affects on performance

Operating procedures, audits, tools and sign off practices

Shift/task turnover issues

Working practices / fatigue

Procedural compliance


Training

Event management/investigation

Importance of managing processes to control human factors in airport operations

Manning levels, peer pressure, supervision

3. Key human performance limitations



Physical and non-physical limitation, motivation, task repetitiveness




55


Need for clear and comprehensive information and guidance.

Task complexity

Time availability

Work environment


Error models, types of errors

Transgression and deception; origin and escalation

Competence

Communication & teamwork introduction

Fatigue and task/shift turnover introduction

4. The impact of communication and teamwork on workplace performance

Verbal, written, body language, workplace social culture Maintaining good working relations

Formal work logging

Inspection





Teamwork and Communication (e-learning)

5. The impact of shift/task turnover and fatigue affect performance


The nature of tasks: physical work, visual inspection, complexity and repetition

Effects of rotating shifts on health sleep disturbance and work-family conflict

Distraction, false assumptions, personnel conflicts, cultural prejudices

Failure to document, information exchange during task turnover/shift changeovers

6. Risk management and developing procedures in an airport operation environment

Identification of safety hazards

Risk assessment

Defining robust procedures

Identifying and mitigating risk

Managing Human Factor risks– likelihood verses severity

Airport and legislative regulation and compliance

Developing a Safety Management System culture within the organisation


Teaching will be delivered through a combination of traditional classroom lectures and practical work.

The module can be enhanced by e-learning used either during the classroom teaching or as guided

study to reinforce the learning.


56


Study Activity Learning Hours On-Line Material - Learning Objects 10 Classroom Teaching 25 Guided and self-study. 10 Assessment 5 Total 50


The assessment strategy comprises of a case study presentation for the management and

development of Human Factors issues with an emphasis on developing risk management procedures.

This case study may be carried out as an individual or group activity and can be used to encourage

further discussion on the subject. The module also incorporates a small formative test to ensure

knowledge has been absorbed and understood across the topics raised in this module.

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6 S 0 5

2 1 hour

Multiple

Choice

Examination

All F 100% 5 (including

preparation for 1 hr

test)






Reassessment is by a new case study investigation.


57




3. MODULE RESOURCES

Essential Reading

Course provided materials.

Required Reading

Six AIRVET (http://airvet-project.eu/) e-learning lessons could be used to support the teaching:

Human Factors and Decision Making in Airport Operations

Teamwork and Communication

Case study: Security Personal

Human error in Aviation Maintenance

Case study: The Helious Airways S22

The ‘Dirty Dozen’

Implementing Safety Management Systems in Aviation (2011) by Alan J. Stolzer, Carl D. Halford and

John J. Goglia. Ashgate Publishing Limited: England

Handbook of Aviation Human Factors (2009) by John A. Wise, V. David Hopkin, Daniel J. Garland.

CRC Press: USA

“Methodology for Operational Risk Assessment in Aviation Organisation” ARMS working group:

www.easa.europa.eu/essi/documents/Methodology.pdf

“SMS for Aviation – a practical guide Safety Risk Management”:


Required Equipment

Access to on-line teaching materials


4/06/2015


http://www.easa.europa.eu/essi/documents/Methodology.pdf



58


Appendix 5: The module Humans: Their performance and

limitations.

Aerospace: Human performance and limitations


Many incidents at airports are due to errors caused by humans rather than technological errors. This

short module aims to provide an introduction to human factors and the impact on safety and security

issues within an airport. The module will concentrate on the generic human factors impacting on the

wide range of tasks within an airport. A student taking this module would be a young person, possibly

still at school, considering a career within the aviation industry.

This module forms part of a day course introducing airport careers opportunities.


Duration

It is recommended that 90 minutes contact should be allocated for this module.


None

5. TEACHING, LEARNING AND ASSESSEMENT Intended Learning Outcomes

Upon successful completion of this module, students should be able to acknowledge:

Why human factors are important in an airport environment (EQF II knowledge) [50%] Key human performance variability (EQF II knowledge and skill) [50%]

Indicative Content


59


Why human factors are important in an airport

Introduction to human factors concepts : [lesson 1 Ben & Chen + lesson 2 Human Factors

Spectacles]

The influence of human factors in airport operations, planning, and air traffic control : [lesson 3

Categories of Analysis]

How human factors can improve the safety and security of passengers and employees

Case study examples illustrate human errors and their impact on airport security and safety :

[lesson 3 Categories of Analysis]

Identification of key human factors issues that impact on the airport : [lesson 2 Human Factors

Spectacles]

Key human performance limitations


Fitness and health, stress, workload, fatigue, medication, environment : [partially covered in

lesson 3 Categories of Analysis]

Physical and non-physical limitation, motivation, task repetitiveness : [partially covered in

lesson 3 Categories of Analysis]

Work and communication within and between teams : [partially covered in lesson 3 Categories

of Analysis]


Need for clear and comprehensive information and guidance

Task complexity : [partially covered in lesson 3 Categories of Analysis]

Time availability

Error models, types of errors and their causes beyond those of the pilot

Competence

Human Factor model of analysis based on PEAR and SHELL : [lesson 3 Categories of

Analysis]


A breakdown of the anticipated teaching and learning methods are detailed below


On-Line Material - Learning Objects and Case Study

45 minutes


60


Classroom Teaching 45 minuites

Guided and self-study.

Assessment

Total 90 minutes

The module contains e-learning materials and case studies illustrating aviation accidents due to

human error.


Attendance is required for all classroom teaching activities.

MODULE RESOURCES

Essential Reading

None

Required Reading

The three AIRVET (http://airvet-project.eu/) developed e-learning lessons called:

Ben and Chen – introduction to Human Factors domain

Human Factor Spectacles – overview of main Human Factors concepts, focussing on

interaction to ensure safe and optimal human well-being

Categories of analysis – Human Factors model of analysis to help understand how categories

interact.

Required Equipment

Computers with internet access


19/06/2015
