Human Factors in ATC

Initial Tower
Cab Training
Lesson 29
Human Factors in Air Traffic
Control
Course 50046
LESSON PLAN DATA SHEET
COURSE NAME: INITIAL TOWER CAB TRAINING

COURSE NUMBER: 50046
LESSON TITLE: HUMAN FACTORS IN AIR TRAFFIC CONTROL
DURATION: 4+30 HOUR(S)
DATE REVISED: 2011-03

VERSION: V.1.16
REFERENCES: NONE
HANDOUTS: NONE
EXERCISES: EXERCISE: COMMUNICATION
END-OF-LESSON NONE
TEST:
PERFORMANCE NONE
TEST:
MATERIALS: NONE
OTHER PERTINENT VIDEO: “RESCUE 911” (18 MINUTES);

INFORMATION: APPENDIX: CONFLICT MANAGEMENT STYLE SELF-
ASSESSMENT
DISCLAIMER
Air Traffic training materials are provided by the Federal Aviation Administration Office of Technical Training. The training
materials are subject to revision, amendment and/or corrections. The materials are to be used for the intended purpose only
and are not intended for distribution beyond the purpose of training. Updates (if required) shall be provided through a formal
distribution process. Unsolicited updates will not be processed.
INTRODUCTION
HUMAN FACTORS IN AIR TRAFFIC CONTROL
QUESTION: Considering the situation depicted in the graphic above,

what factors do you think contributed to this near miss? What do you think
was the major contributing factor?
Operational  An operational error is an occurrence attributable to an element of the air

Errors traffic system that:
 Results in less than the applicable separation minima, as required by

FAA Order JO7110.65 and supplemental instructions, between:
 Two or more aircraft

 An aircraft and terrain or obstacles
 Obstacles include vehicles, equipment, or personnel on the

runway.
 When one or several elements in the system break down, an operational

error occurs.
50046-LP29 / V.1.16 1
INTRODUCTION (Continued)
Human HUMAN FACTORS

Factors
 Human factors are events that are attributable to human behavior before
or during an operational error.
 Human behavior involves human error.
 Just as human error can lead to operational errors, it can also lead to
aircraft accidents.
 In fact, human error is one of the largest contributing factor in aircraft

accidents.
THREE BASIC CAUSES OF OPERATIONAL ERRORS AND

ACCIDENTS
Aircraft Malfunction
Equipment
Malfunction
Human Error
3
50046-LP29 / V.1.16 2
INTRODUCTION (Continued)
Human  Human factors research involves the study of human error.

Factors
Research
Purpose This lesson explains how human factors contribute to errors in air traffic
control and explores remedies for coping with these contributing factors.
Objective(s) This lesson will familiarize you with the following:
1. The study of human factors

2. The most common types of human error involved in air traffic control
3. Conditions under which these errors are more likely to occur
4. Some strategies to use to avoid the occurrence of these errors
5. Four components of good teamwork
6. Conflict management styles
50046-LP29 / V.1.16 3
HUMAN FACTORS STUDY
Sources of SOURCES OF STUDY

Study
 The data for human factors study comes from the following three
sources:
 FAA Form 7210-3, Final Operational Error/Deviation Report
 This report is based on tape recordings and self-reports.
 If an operational error occurs while you are on duty, it is your

responsibility to report it.
 Aircraft accident reports maintained by the National Technical
Information Service Government Report Announcements (NTIS)
 NASA’s Aviation Safety Reporting System (ASRS)
 This system is based on self-reports from controllers and pilots.
 Human error research presents the following problems in interpreting this

area of study:
 Some research is based on self-reports only.
 Self-reports are the least reliable type of report, because they are
influenced by the reporter’s bias.
 Different witnesses may tell contrary versions of the same event.
 There is no supporting documentary evidence (i.e., videotape).
Continued on next page
50046-LP29 / V.1.16 4
HUMAN FACTORS STUDY (Continued)
Sources of  There is no common terminology used to describe or explain errors

Study (Cont'd) on self-reports.
 Some of the same errors may be given different names in different

reports.
 Types of errors and their frequency vary among different studies.
Conditions CONDITIONS LEADING TO HUMAN ERROR

Leading to
Human Error
 Research has shown several conditions that can lead to human error,
such as:
 Large/small number of aircraft

 Frequency congestion
 Combined positions
 Need to resolve conflict
 Weather conditions
 Sector/corridor design
 Similar call signs
 Giving/receiving training
 Scope/data block clutter
 Long work hours
50046-LP29 / V.1.16 5
HUMAN ERROR TYPES, CONDITIONS, AND
STRATEGIES
Four Basic FOUR BASIC TYPES OF HUMAN ERROR

Types of
Human Error
Communication
Errors
Other Perceptual or
Situational Awareness
Errors
Errors
Memory Errors
 Accidents are almost always tied to a “chain” of human errors and not to
any one specific error.
Communica- HUMAN ERROR DISTRIBUTION

tion Errors Perceptual or
Situational
Awareness Errors
20%
Memory Errors 10%

Communication
Errors 65%
Other Errors 5%
8
 Research has shown that communication errors, including coordination

errors, accounts for the largest number of human errors leading to aircraft
accidents.
50046-LP29 / V.1.16 6
STRATEGIES (Continued)
Communica-  Requiring the use of standard phraseology is one way to reduce

tion Errors communication errors.
(Cont'd)
COMMUNICATION ERRORS
“Can you take Delta “Does that

Five Eleven?” mean ‘yes’
or
‘climb?’”
50046-LP29 / V.1.16 7
Communica-  The following conditions can lead to communication errors:

tion Errors
(Cont'd)  Incomplete position relief briefing
 Lack of coordination from controller to controller and pilot to pilot
 Similar-sounding call signs on the same frequency
 Long messages mixed with instructions and requests
 This incites poor pilot retention.
 Controller-monitoring problems, such as:
 Failure to identify pilot readback errors

 Hearing what is expected rather than what is actually said
 Voice changes that could result from stress
 Being aware of these conditions can alert you to instances when you are
more vulnerable to error.
50046-LP29 / V.1.16 8
Communica- COMMUNICATION STRATEGIES

tion
Strategies
“Is Southwest Sixty-
Seven clear?” “Yeah, sure, whatever.”
10
 The following strategies can help improve communication:
 Always use a checklist to give a complete position relief briefing.
 Be aware when you are working similar-sounding call signs on the

same frequency.
 Make sure pilots involved are also aware of these call signs.
 “Chunk” information given to pilots by combining:
 Requests
 Instructions
 Actively listen to readbacks.
 Hear what is said, not what you expect to hear.

 Never hesitate to have information repeated.
 Speak more slowly during stressful situations.
50046-LP29 / V.1.16 9
Perceptual or LOSING THE PICTURE

Situational
Awareness “APPROACH, LEARJET SEVEN FOXTROT
Errors LIMA, WE’RE ON FIRE, REQUEST
EMERGENCY LANDING CLEARANCE!”
“LEARJET SEVEN
FOXTROT LIMA,
STAND BY.”
11
 Conditions that produce perceptual or situational errors include:
 Overly light or overly heavy traffic

 Nonwork-related conversations
 Combined positions that result in a larger scanning area
 Controller training in progress
 Other distractions; e.g., noise level
50046-LP29 / V.1.16 10
Strategies for  Strategies for avoiding perceptual or situational awareness errors

Avoiding include:
Perceptual or
Situational  Constantly scanning flight data and movement areas
Awareness
Errors  Maintaining intense concentration but not becoming fixated on any
one task
 ALWAYS completing the transaction—finishing what you started
Memory MEMORY ERRORS

Errors
Boredom or inattentiveness
can lead to involvement in
nonwork-related activities.
12
 Conditions that lead to memory error include:
 Boredom or inattentiveness
 Results in becoming involved in nonwork-related activities
 Stress
 Caused by too little or too much work
50046-LP29 / V.1.16 11
Information INFORMATION PROCESSING MODEL

Processing
Information Input
Model
Central Processing
Attention
Reasoning
Response Selection
Response Execution
13
 It is important not to rely on the working memory.
 There is limited storage.
 Data decays quickly when another task interferes; e.g., answering a

question for someone before you have had a chance to use the
information stored in your working memory.
 For instance, you have just received a phone number from

directory assistance in order to make a phone call. You hang up to
dial the number; however, before you can dial the number,
someone asks you a question, which you answer. You have
probably forgotten the phone number now.
 Write down information immediately before task interference

occurs.
50046-LP29 / V.1.16 12
Information  Do not rely on long-term memory.

Processing
Model  Long-term memory has unlimited storage, but information may be
(Cont'd) retrieved incorrectly since the information may be infrequently used.
 Rely on procedural or technical manuals (not memory!) for

infrequently used information.
Memory MEMORY STRATEGIES

Strategies
14
 Strategies that may be used to avoid memory errors include:
 For boredom
 Find additional job-related work to do.
 For busy conditions
 Maintain scanning, concentration, and review.

 Establish rhythm, consistency, and standardization.
 Preplan and forecast traffic flow.
 For forgetfulness
 Use memory aids, such as:
 Stripmarking
50046-LP29 / V.1.16 13
Memory  Notepads - Write things down!

Strategies
(Cont'd)  Checklists/job aids
 “Chunking” information to be remembered, but use this with

caution because the working memory is limited.
 Reference material - Look things up! Do not attempt to

memorize infrequently used information. Remember that the
working memory is limited.
Other Types  Additional factors contributing to human error include:

of Human
Error  Sleep deprivation
 Ergonomics
 How the workplace environment, including the equipment, is

designed and how that design affects human job performance
 Substances ingested and their effects on task performance

 Automation
 The controller is so accustomed to using automated methods or

procedures—in turn, becoming unskilled with alternate methods or
procedures—that when the equipment fails, problems result.
 The automation is working too well and giving too much

information that the controller becomes overloaded with
information, which may lead to errors.
50046-LP29 / V.1.16 14
Other Types  Stress

of Human
Error (Cont'd)
Good  A field survey was conducted that asked controllers what characteristics
Controller identify an outstanding controller. Four characteristics were identified:
Traits
WHAT MAKES A GOOD CONTROLLER?
15
 Has an all-around ability to preplan and prioritize

 Uses a good organizing principle
50046-LP29 / V.1.16 15
Good  Uses good communication skills

Controller
Traits (Cont'd)  Has a high degree of technical expertise and knowledge about the job
50046-LP29 / V.1.16 16
EXERCISE: COMMUNICATION
Directions The instructor will say a word. When signaled to do so, repeat the word
three times in unison. After that, the instructor will ask you a question. Give
a one-word response in unison.
50046-LP29 / V.1.16 17
TEAMWORK AND ATC
Aviation  For many years, the aviation community, both the airlines and the FAA,
Community’s has recognized that human error is the major factor in the occurrence of
Solution to aircraft accidents.
Human Error
 One solution the aviation community has adopted to help reduce human
error is teamwork training.
Teamwork  Members of a team may have different roles, but they all share the same
common goals.
 Just as the controller’s equipment has a backup system, members of a

team back up one another.
 Teamwork is like a supportive system for humans in case something

fails.
50046-LP29 / V.1.16 18
TEAMWORK AND ATC (Continued)
Four FOUR COMPONENTS OF GOOD TEAMWORK

Components
of Good
Teamwork
16
 The four components of good teamwork are:
 Practicing good communication

 Dealing with stress
 Managing resources
 Managing conflict
Practicing  Communication is extremely important in reducing both operational errors

Good and accidents.
Communica-
tion  Team members must know how to effectively listen and communicate
with each other.
50046-LP29 / V.1.16 19
Dealing With DEALING WITH STRESS

Stress
17
 Cited as a factor in both communication errors and memory errors, stress

is, at the least, an indirect contributor to human error.
 Learn to recognize stress in yourself, if only to be aware of when you

are vulnerable to human error.
 Recognize stress in your team members to help them avoid errors.
 The following can be signs of stress:
 Fidgeting nervously
 Sitting closer to the radar scope
 Talking faster
 Feeling adrenaline flowing or heart beating faster
 While we cannot totally avoid stress, we can use simple stress reducers
in our daily lives:
 The first set of stress reducers involves planning:
 Be flexible.
 Learn to differentiate between what must be done to achieve

high standards and what really does not matter.
 Plan ahead—do not procrastinate.

 Do not overschedule.
 Use preventative maintenance.
 Unexpected breakdowns (car, equipment, etc.) cause

aggravation.
50046-LP29 / V.1.16 20
Dealing with  Make a list.

Stress
(Cont'd)  Relying exclusively on mental notes of things to do makes it
seem like there is more to do.
 The second set of stress reducers involves work habits:
 Give yourself a break - you are only human.

 Give others a break.
 Take a positive approach.
 Breathe deeply to help relax.
 Have fun.
 A little laughter can lighten up a heavy schedule.
 The last set of stress reducers involves balance:
 Take care of yourself—get enough sleep, eat right, and exercise.

 Cultivate interests outside of work.
 Talk about things that are bothering you.
 Problems don’t just go away.
 Take a breather—get a change of scenery, get up and walk

around.
Managing  The basic resources available in the tower cab are people (controllers),
Resources equipment, (communication, weather, radar, etc.), and time.
 Managing resources, as well as being a resource, is a key component in

working effectively in a team.
 Each team member contributes to the team in a specialized area of

expertise, which is what “being a resource” means.
 Teams are most effective if each team member knows how to do the
other team members’ jobs as well as his/her own.
 This prevents team failure in the absence of a team member or

team leader.
50046-LP29 / V.1.16 21
Managing  All of the basic resources must be used effectively.

Resources
(Cont'd)  When resources are not distributed adequately, human error is sure
to occur.
Managing MANAGING CONFLICT

Conflict
18
 Every team must resolve conflicts that arise.
 Research shows that people have different ways of handling conflicts.
50046-LP29 / V.1.16 22
Review  You will now see the video “Rescue 911,” which is 18 minutes long.
RESUCE 911
19
 Working an emergency aircraft
 Once a controller has started working an emergency aircraft, he/she

is usually reluctant to surrender the aircraft and prefers to see the
emergency through to the end. A controller may also be reluctant to
assume control of an aircraft already in an emergency situation which
has been worked by another controller. The point of this approach is
to give the distressed pilot the controller’s undivided attention.
Although this relieves the stress of the first controller, it adds to the
receiving controller’s stress.
50046-LP29 / V.1.16 23
Review QUESTION: Which of the four components of teamwork (practicing

(Cont'd) good communication, dealing with stress, managing resources, and
managing conflict) did you see in the video?
 Good communication
QUESTION: Standard phraseology was not always used in the video.

Why not?
QUESTION: How did the different controllers in the video communicate

with one another? Did any of them have difficulty in getting their point
across?
 Dealing with stress
QUESTION: What were the most stressful situations in the video from a
controller’s point of view? How did the controllers deal with the stress?
50046-LP29 / V.1.16 24
Review  Managing resources

(Cont'd)
QUESTION: How was the issue of managing resources or being a
resource demonstrated in the video?
 Managing conflict
QUESTION: Was there any obvious conflict in the video?
50046-LP29 / V.1.16 25
CONFLICT MANAGEMENT STYLE PROS AND CONS
Conflict  In conflict management, most people fall into one of the following five
Management categories:
Style
Overview  Collaborator
 Compromiser
 Accommodator
 Avoider
 Competitor
 Each of the five conflict management styles has its own set of pros and
cons.
Collaborator COLLABORATOR
“What should we do
with that one?”
20
 Pros of collaborator style:
 Can obtain larger results
 The solution is designed to address the underlying problems.
 Paves the way for looking at problems constructively
 Each solution increases trust between the parties, which makes it

easier to solve the next conflict.
 Generates more enduring solutions through creative problem solving
 Cons of collaborator style:
 Takes time to develop a trusting relationship and a shared information

base
50046-LP29 / V.1.16 26
(Continued)
Collaborator  Can be stressful because of the risk involved

(Cont'd)
 This conflict management style requires conflicting parties to open
up to each other and communicate real feelings, both positive and
negative.
 If one side shares openly and the other doesn’t, the side that
opens up becomes vulnerable.
Compromiser COMPROMISER
“Heads!” “Tails!”
21
 Pros of compromiser style:
 Gives everyone something to be happy about
 No one totally loses.
 Builds familiarity with each other’s ways of thinking and priorities
 Forms good relationships during negotiation, which can help reduce

future conflicts
 Forms precedents of negotiated solutions that can lead to future

successful negotiations
50046-LP29 / V.1.16 27
(Continued)
Compromiser  Cons of compromiser style:

(Cont'd)
 The other side may not see that it is in their best interest to
compromise.
 Close contact between conflicting personalities can induce greater

friction.
 Negotiated agreements may not necessarily resolve underlying

problems.
 Minor changes in circumstances could require further negotiation

later.
Accommo- ACCOMMODATOR
dator
“We’ll do it your way. . .”
For now. . .
22
 Pros of accommodator style:
 Can be used if the issue is minor and the relationship is vital
50046-LP29 / V.1.16 28
(Continued)
Accommo-  Cons of accommodator style:

dator (Cont'd)
 Never meeting your own needs breeds resentment, even if that
resentment is self-imposed.
 Accommodating can backfire.
 The person who always wins may regard the accommodator as a

weak or unworthy opponent in future conflicts.
 Resentment may lead accommodators to overreact in another area to

their own detriment.
Avoider AVOIDER
23
 Pros of avoider style:
 Can be used if the issue is minor and the relationship is so important

that solving the problem is not worth risking the relationship
 Cons of avoider style:
 It leaves the conflict unresolved, and someone remains unsatisfied.
 Unresolved problems may grow into bigger problems when left

unattended.
50046-LP29 / V.1.16 29
(Continued)
Competitor COMPETITOR
“I’m working 13 aircraft.

How many have you got?”
24
 Pros of competitor style:
 Resolves any conflict quickly
 Provides decisive action on clear authority
 Used only if other methods have failed and there is no trust between
the parties
 Cons of competitor style:
 It reduces already low trust to even lower levels.
 Unresolved conflict breeds resentment in the loser and may affect

attitude on the job.
 The loser’s resentment hastens and intensifies the next conflict.
 The best solution may be overlooked, because the opponent’s focus

is on winning the conflict rather than on finding the best solution.
50046-LP29 / V.1.16 30
CONCLUSION
Lesson  Lesson Review

Summary
 Human Factors Study
 Human Error Types, Conditions, and Strategies
 Teamwork and ATC
 Conflict Management Style Pros and Cons
Appendix  Conflict Management Style Self-Assessment
50046-LP29 / V.1.16 31
THIS PAGE INTENTIONALLY LEFT BLANK
APPENDIX: CONFLICT MANAGEMENT STYLE SELF-
ASSESSMENT
Directions There are five groups of statements in this questionnaire. Read each
statement and circle the number next to it that indicates how much you agree
or disagree with the statement based on the scale below.
SCALE
Strongly Disagree Neither Agree Agree Strongly
Disagree nor Disagree Agree
1 2 3 4 5
Questionnaire 1. When I think I am right, I want to keep talking until the other 1 2 3 4 5
person sees things my way.
2. When someone makes an error that is to my disadvantage, 1 2 3 4 5

I immediately point out where that person is wrong.
3. I seldom lose an argument. 1 2 3 4 5
4. I enjoy a good argument, especially if I win. 1 2 3 4 5
5. Giving ground in a dispute feels like a weak response. 1 2 3 4 5
6. If someone I cared about hurt my feelings and later asked 1 2 3 4 5

“What's wrong?” I would tell that person exactly what they
did to make me feel bad.
7. If someone sat down next to me in a public area smoking a 1 2 3 4 5

cigar and I was allergic to smoke, I would ask that person
to put it out or move.
8. When I receive poor service from salespeople, I call it to 1 2 3 4 5

their attention.
9. If a neighbor returned a borrowed tool in poor condition, I 1 2 3 4 5

would tell him/her to either fix it or quit borrowing my tools.
10. I might interrupt someone using a public phone if I thought 1 2 3 4 5

my need to use the phone was greater than that person’s.
Now, add the numbers you circled on items 1 through 10.
What is your score? __________
50046-LP29 / V.1.16 32
ASSESSMENT (Continued)
Questionnaire SCALE
(Cont'd) Strongly Disagree Neither Agree Agree Strongly
1 2 3 4 5
11. I dislike conflict and try to avoid it. 1 2 3 4 5
12. I sometimes try to pretend a problem doesn't exist so I 1 2 3 4 5

won't have to deal with it.
13. I find myself pretending to agree with people rather than 1 2 3 4 5

getting into an argument.
14. If I get mad, I usually end the argument by walking out. 1 2 3 4 5
15. If someone I cared about hurt my feelings and later asked 1 2 3 4 5

“What's wrong?” I would usually answer “Nothing.”
16. I sometimes let people take advantage of me rather than 1 2 3 4 5

risk a confrontation.

cigar and I was allergic to smoke, I would change seats.
18. When I receive poor service from a salesperson, I take my 1 2 3 4 5

business elsewhere.

might decide it didn't really matter, if I could fix it easily.
20. If I needed to reach someone quickly and found the only 1 2 3 4 5

nearby public phone in use, I would look for some other
way to reach the person.
50046-LP29 / V.1.16 33
Questionnaire SCALE
1 2 3 4 5
21. When I disagree with someone, I often go along with what 1 2 3 4 5

that person wants rather than argue.
22. I would prefer that someone else made the decisions. 1 2 3 4 5
23. I typically give more ground in an argument than the other 1 2 3 4 5

person.
24. It's important to me to be regarded as the “nice guy” in an 1 2 3 4 5

argument.
25. I'm easily swayed and can adjust myself to most positions. 1 2 3 4 5
26. I seldom win an argument. 1 2 3 4 5
27. If someone sat down next to me in a public area and asked 1 2 3 4 5

“Do you mind if I smoke?” I would be nice and say I didn't
mind even if I did.
28. If I was being ignored by a salesperson who was chatting 1 2 3 4 5

with a coworker, I'd apologize for interrupting and ask for
service.

would write it off to experience and say nothing.

nearby public phone in use, I would stand where I could be
seen and hope to be noticed.
50046-LP29 / V.1.16 34
Questionnaire SCALE
1 2 3 4 5
31. When I argue, I usually give in on some points in order to 1 2 3 4 5

win others.
32. I'm inclined to make a deal. 1 2 3 4 5
33. I like to dicker over prices, terms, etc. 1 2 3 4 5
34. When I argue with someone, there usually isn't a clear 1 2 3 4 5

winner.
35. I tend to see things in shades of gray, seldom in black and 1 2 3 4 5

white.
36. I enjoy a good argument, especially if everyone can walk 1 2 3 4 5

away happy.
37. I believe that giving ground in a dispute is often necessary 1 2 3 4 5

on both sides.
38. I have a talent for figuring out compromises that satisfy 1 2 3 4 5

everybody.

cigar and I was allergic to smoke, I would explain my
situation and try to come up with a way to make both of us
happy.

nearby public phone in use, it would be reasonable to get
the person's attention and try to make a deal (for example,
if they would interrupt their call briefly to let me make an
emergency call, I would pay to reconnect their call
afterward).
50046-LP29 / V.1.16 35
Questionnaire SCALE
1 2 3 4 5
41. When I think I am right and someone else is wrong, I like 1 2 3 4 5

the challenge of finding ways for both of us to be right.
42. I have a knack for coming up with creative or unusual 1 2 3 4 5

solutions to problems.
43. I work well with other people in tackling a problem together. 1 2 3 4 5
44. I would rather work with someone than against them. 1 2 3 4 5
45. I can usually think of many different ways to settle a 1 2 3 4 5

disagreement.
46. If someone made an error that was to my disadvantage, I 1 2 3 4 5

would try to work with that person to discover the source of
the error.
47. I enjoy brainstorming with other people. 1 2 3 4 5

cigar and I was allergic to smoke, I would try to discuss the
situation with that person and work it out together.

might solicit the neighbor’s ideas on how to solve the
problem and avoid the situation next time.

nearby public phone in use, it would be reasonable to get
the person's attention, state my need, and ask whether or
not there was some way we could both meet our needs.
50046-LP29 / V.1.16 36
Directions Indicate your score for each set of items by shading in the corresponding
columns up to the appropriate number.
50
45
40
35
30
25
20
15
10
Items 1 - 10 Items 11 - 20 Items 21 - 30 Items 31 - 40 Items 41 - 50

Competitor Avoider Accommodator Compromiser Collaborator
Understand The guide below may help you better understand your conflict management
Your Scores styles. If you are like most people, you will find that you prefer some styles
and avoid others.
SCORES MEANING
42 - 50 You have a strong tendency toward this style.
34 - 41 You prefer to use this style.
26 - 33 You neither prefer nor avoid this style.
18 - 25 You prefer not to use this style.
10 - 17 You have a strong tendency away from this style.
50046-LP29 / V.1.16 37

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Human Factors in ATC

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Initial Tower

COURSE NAME: INITIAL TOWER CAB TRAINING

LESSON TITLE: HUMAN FACTORS IN AIR TRAFFIC CONTROL

DURATION: 4+30 HOUR(S)

DATE REVISED: 2011-03

EXERCISES: EXERCISE: COMMUNICATION

OTHER PERTINENT VIDEO: “RESCUE 911” (18 MINUTES);

HUMAN FACTORS IN AIR TRAFFIC CONTROL

QUESTION: Considering the situation depicted in the graphic above,

Operational  An operational error is an occurrence attributable to an element of the air

 Results in less than the applicable separation minima, as required by

 Two or more aircraft

 Obstacles include vehicles, equipment, or personnel on the

 When one or several elements in the system break down, an operational

Human HUMAN FACTORS

 Human behavior involves human error.

 In fact, human error is one of the largest contributing factor in aircraft

THREE BASIC CAUSES OF OPERATIONAL ERRORS AND

Human  Human factors research involves the study of human error.

Objective(s) This lesson will familiarize you with the following:

1. The study of human factors

Sources of SOURCES OF STUDY

 FAA Form 7210-3, Final Operational Error/Deviation Report

 This report is based on tape recordings and self-reports.

 If an operational error occurs while you are on duty, it is your

 NASA’s Aviation Safety Reporting System (ASRS)

 This system is based on self-reports from controllers and pilots.

 Human error research presents the following problems in interpreting this

 Some research is based on self-reports only.

 Different witnesses may tell contrary versions of the same event.

 There is no supporting documentary evidence (i.e., videotape).

Continued on next page

Sources of  There is no common terminology used to describe or explain errors

 Some of the same errors may be given different names in different

 Types of errors and their frequency vary among different studies.

Conditions CONDITIONS LEADING TO HUMAN ERROR

 Large/small number of aircraft

Four Basic FOUR BASIC TYPES OF HUMAN ERROR

Communica- HUMAN ERROR DISTRIBUTION

Memory Errors 10%

 Research has shown that communication errors, including coordination

Continued on next page

Communica-  Requiring the use of standard phraseology is one way to reduce

“Can you take Delta “Does that

Continued on next page

Communica-  The following conditions can lead to communication errors:

 This incites poor pilot retention.

 Controller-monitoring problems, such as:

 Failure to identify pilot readback errors

 Voice changes that could result from stress

Communica- COMMUNICATION STRATEGIES

 The following strategies can help improve communication:

 Always use a checklist to give a complete position relief briefing.

 Be aware when you are working similar-sounding call signs on the

 “Chunk” information given to pilots by combining:

 Actively listen to readbacks.

 Hear what is said, not what you expect to hear.

 Speak more slowly during stressful situations.

Perceptual or LOSING THE PICTURE