Introduction to Human Factors

For Instructors

SAC INSTRUCTOR COURSE

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 Contents

Human Factors Definition

Some HF Models
Human Factors Analysis Classification System
Unsafe Supervision & Errors
HF in Training - Comfort Zone Principal
Integrating HF into Instruction
Assessing HF
What are human factors?

A good definition for gliding is needed!

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

Majority of aviation accidents are attributed

to pilot error!
Pilot error does not lend itself well to
finding root causes.
Pilot error does not easily permit analysis
and proactive actions to mitigate risks in
soaring.
 Why Instructors care about
Human factors
Helps us understand why certain
student/instructor actions are taken or not.
Helps us understand and develop effective
training & habits in ourselves/students
Contributes to safer instruction & safety culture
Develops safer pilots to preserve life/aircraft
Saves money/life of a club
 Human Performance Factors
Physiological Factors Psychosocial Factors
Biodynamic Peer influences
Sensory Personal & community influences
Pathophysical Communication factors
Psychological Factors Operational Factors
Proficiency Physical Factors
Situational awareness Visibility
Fatigue reach
Perceptual-motor capabilities strength
Judgment and decision making
Dexterity
Personality Factors
Emotional state
Behavior
Personality Style
 Physiology of Acute Stress
115 and 145 beats/minute heart rate
optimal state of "arousal"
> 145 bad things begin to happen.
motor skills start to break down
tunnel vision
aggressive behavior
175 breakdown of cognitive processing
fore brain shuts down (judgment)
mid brain takes over (unconscious reactions)
vision more restricted
>175physiological control non-essential
Blood is concentrated in the core muscles
clumsy and helpless
Motor reaction freeze
 Psychological Factors

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

Low g sensitivity
Attention distraction
Reflexive action of the nervous system
Survival reflexes
Repetitive reflexes
SOME HF MODELS

Alertness

Knowledge

Judgement Self Discipline

 James Reasons Swiss Cheese
Model
Danger Hazard

Defences in
Defences (active & latent
Depth failures)

Unsafe acts (active failures)

Preconditions (latent failures)
Supervision (latent failures)

Rules, policies & procedures (latent failures)

Accident
 Human Factors Analysis
Classification System (HFACS)
Developed to use HF to better analyze
accident/incident information
Can be used by instructors to understand
training impact on safety
method of classification for
accident/incidents can yield different results
 Inadequate supervision
Planned inappropriate operations
Failure to correct problem
Supervisory violations

Lets look at Unsafe Supervision

 Unsafe Acts

Violations
Errors
 ERRORS

Skill based errors

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

Different tasks; different approach

Two different types performance:

a) Conscious

b) Automatic
 Automatic Performance

Develops only with practice

Very fast
Can do several things at once
Repetitive
Little conscious attention
Skill-Based
 Conscious Performance

Two different kinds:

a) Rule- Based
b) Knowledge-Based
 Rule -Based

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

Not familiar with the situation

Not sure how to deal with it
Use all the resources available to
solve the problem
Trial and Error/Success
 Types of Errors

1. Execution Errors
Forget a preflight check
Using the wrong procedure

2. Planning Errors
Select a poor field to land
Violation
Integrating HF Into Training
Safety
 The Comfort Zone Principle
The comfort zone model illustrates how challenging
situations can have both positive (expanding) and
negative (reducing) effects upon a participants
personal view of their own experience

Comfort Zone Stretch Zone Risk Zone Danger Zone

 Student & Instructor
Comfort Zones

Possible relative size of a students zones (solid colours) Vs relative size of an instructors
zones (dashed lines)
Comfort zones
Limit
Table represents examples of Safety Zone Symptoms
Comfort Stretch
(Minimal learning) (Good learning)
Personal Symptoms
Good feeling about Slight butterflies in pit
flight of stomach
Alert but relaxed Heightened alertness
Easily managing flight Start asking yourself
& maneuvers questions/options &
No stress symptoms mentally providing
answers to yourself
Some stress
symptoms hair
standing on end/goose
bumps
Instructor Observed Student Symptoms
Student Less talkative or may
communicative ask more questions
Student notices May express lack of
elements/situation of confidence/ request
flight without assurance
prompting Weaker scan
Handles all tasks technique
Relaxed noticeable May have to focus on
head movement new task & need
looking around promoting to complete
others
Becomes a bit restless
may mention
uncomfortable
Risk Danger
(Marginal learning) (No learning)
Burning in pit of No feeling/numbness
stomach/nausea or extreme nausea
Easily distracted/may Tunnel vision starts to
have difficulty focusing set in/only able to
on problems focus on one thing
Asking yourself Loss of situational
questions but no awareness
longer providing (airspeed/traffic/etc)
answers to yourself High stress/rapid or
Under stress and irregular heartbeat
sweating/heart rate
higher
Stops asking Does not respond to
questions/may seem questions
distracted May stop flying &
Has difficulty become passenger
answering No response to
questions/nervous verbal/physical
voice pattern prompts on controls
May not respond No head movement
quickly to May freeze on controls
verbal/physical control White skin
prompts tones/breathing
Head fairly still irregular
Sweating visible/pale
clammy skin colour
behind ears/breathing
deliberate
 Human Factors
about risk management.
develop your own comfort zone.
finding your personal level of satisfaction
with the risks in gliding by identifying
elements that protect you and make you
comfortable, recognizing accident sequences
and departures from your routine
personal discipline by knowing your limits.
 Comfort Zone Development

self assessment
understanding and setting personal
limitations (minimums)
making preparations (personal routines)
use of checklists, pneumonics, etc.
 Integrating HF into Instruction

Ground School
Preparatory Ground Instruction
Pre Flight Briefings
In-Flight Instruction
Post Flight Briefings
 Ground School

Intro simple scenarios to illustrate HF

Develop students ability to do self assessment
Show the need for awareness
Intro case studies - impact on student
reads complete case study including analysis
provide only facts & let student analyze
analyze using HF Model (E.G. HFACS)
 Preparatory Ground Instruction
Include relevant HF issues for up coming
flight
have students explain why HF may effect
flight lesson and how to counter
Ask student to anticipate any unsafe situations
Check to see the student has prepared for HF
& knows what to do
 Pre Flight Briefings

Discuss HF aspects for conditions at the

moment
condition of student
weather & wind
aircraft
condition of instructor
Reinforce planning ahead and being
prepared
 In-Flight Instruction
Ground instruction often not integrated with
flight training
Avoid flight instruction if student has not
received background information.
Pay attention for HF impact on pilot
Bridge gap between HF theory and the
practical in the air
Communications & CRM
In-Flight Instruction & Scenario
Based Training (SBT)
Use SBT to teach HF for in-Flight Training
Build on scenarios from Ground School if possible
Create a realistic scenarios to develop situational
awareness and judgement
Develop problem solving and decision making
SOAR technique
Be careful to make it a positive learning
experience
Scenario Based Training
09

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Field
 Post Flight Briefings

Highlight HF issues relevant to what

student did while fresh in their memory
Identify areas that had HF implications
Safe & successful flight but fundamental
errors can occur
Have student explain/think out potential
consequences
 Assessing Human Factors

Knowledge
Formal
Informal
Information
Skills
Attitudes
 Practical HF Assessment

Stress
Workload Management
Situational Awareness
Decision-making & Judgement
 Some HF knowledge/practical
examples for Flights
Vision limitation/Scan techniques & illusions in flight (miopia, drift)
Decision making models/Use in flight (SOAR, WROLL, SSSLOW,
IAMSAFE, CALL)
Physiology/Disorientation (Coriolis effect, spatial disorientation, G, air
sickness)
Physiology/Effects on flight (fatigue, hypoglycemia, dehydration,
hypoxia, temperature, barotitis, barosinusitis, bends)
Communication errors/CR M
Personality factors/Effect on flight (attitude, attention to detail, self
discipline, responsibility, self evaluation, stress, fear)
Control design/Errors made in flight (spoilers, gear, instruments,
primary controls, body& seat position, radio, compass)
Checklists/Checklist error(s) made in flight
 Summary
Practice what you preach - be the example
Take a deliberate approach to HF education and
incorporate it into training
Look also for opportunities to to bring HF to
students attention
Develop self awareness in students
Assess HF to provide feedback to improve
student behaviour
 References
Human Factors for Aviation - Basic Handbook, Transport Canada, TP 12863E
Human Factors for Aviation - Advanced Handbook, Transport Canada, TP
12864E
Human Factors for Aviation - Instructors Guide, Transport Canada, TP 12865E
Aviation Safety Programs - A management Handbook, Jeppesen, Richard Wood
Managing the Risks of Organizational Accidents, Ashgate, James Reason
A Human Error Approach to Aviation Accident Analysis, the human factors
analysis and classification system, Ashgate, Wiegmann and Shappell
OSTIV Safety Briefing - Comfort Zone, Kevin Moloney, BGA Safety
Blink by Malcolm Gladwell, Little, Brown and Company, Time Warner Book
Group, New York, NY 2005