- •Textbook Series
- •Contents
- •1 Basic Concepts
- •The History of Human Performance
- •The Relevance of Human Performance in Aviation
- •ICAO Requirement for the Study of Human Factors
- •The Pilot and Pilot Training
- •Aircraft Accident Statistics
- •Flight Safety
- •The Most Significant Flight Safety Equipment
- •Safety Culture
- •Reason’s Swiss Cheese Model
- •The Five Elements of Safety Culture
- •Flight Safety/Threat and Error Management
- •Threats
- •Errors
- •Undesired Aircraft States
- •Duties of Flight Crew
- •2 The Circulation System
- •Blood Circulation
- •The Blood
- •Composition of the Blood
- •Carriage of Carbon Dioxide
- •The Circulation System
- •What Can Go Wrong
- •System Failures
- •Factors Predisposing to Heart Attack
- •Insufficient Oxygen Carried
- •Carbon Monoxide
- •Smoking
- •Blood Pressure
- •Pressoreceptors and their Function Maintaining Blood Pressure
- •Function
- •Donating Blood and Aircrew
- •Pulmonary Embolism
- •Questions
- •Answers
- •3 Oxygen and Respiration
- •Oxygen Intake
- •Thresholds of Oxygen Requirements Summary
- •Hypoxic Hypoxia
- •Hypoxic Hypoxia Symptoms
- •Stages/Zones of Hypoxia
- •Factors Determining the Severity of and the Susceptibility to Hypoxic Hypoxia
- •Anaemic Hypoxia
- •Time of Useful Consciousness (TUC)
- •Times of Useful Consciousness at Various Altitudes
- •Effective Performance Time (EPT)
- •Hyperventilation
- •Symptoms of Hyperventilation
- •Hypoxia or Hyperventilation?
- •Cabin Pressurization
- •Cabin Decompression
- •Decompression Sickness (DCS)
- •DCS in Flight and Treatment
- •Questions
- •Answers
- •4 The Nervous System, Ear, Hearing and Balance
- •Introduction
- •The Nervous System
- •The Sense Organs
- •Audible Range of the Human Ear and Measurement of Sound
- •Hearing Impairment
- •The Ear and Balance
- •Problems of Balance and Disorientation
- •Somatogyral and Somatogravic Illusions
- •Alcohol and Flying
- •Motion Sickness
- •Coping with Motion Sickness
- •Questions
- •Answers
- •5 The Eye and Vision
- •Function and Structure
- •The Cornea
- •The Iris and Pupil
- •The Lens
- •The Retina
- •The Fovea and Visual Acuity
- •Light and Dark Adaptation
- •Night Vision
- •The Blind Spot
- •Stereopsis (Stereoscopic Vision)
- •Empty Visual Field Myopia
- •High Light Levels
- •Sunglasses
- •Eye Movement
- •Visual Defects
- •Use of Contact Lenses
- •Colour Vision
- •Colour Blindness
- •Vision and Speed
- •Monocular and Binocular Vision
- •Questions
- •Answers
- •6 Flying and Health
- •Flying and Health
- •Acceleration
- •G-forces
- •Effects of Positive G-force on the Human Body
- •Long Duration Negative G
- •Short Duration G-forces
- •Susceptibility and Tolerance to G-forces
- •Summary of G Tolerances
- •Barotrauma
- •Toxic Hazards
- •Body Mass Index (BMI)
- •Obesity
- •Losing Weight
- •Exercise
- •Nutrition and Food Hygiene
- •Fits
- •Faints
- •Alcohol and Alcoholism
- •Alcohol and Flying
- •Drugs and Flying
- •Psychiatric Illnesses
- •Diseases Spread by Animals and Insects
- •Sexually Transmitted Diseases
- •Personal Hygiene
- •Stroboscopic Effect
- •Radiation
- •Common Ailments and Fitness to Fly
- •Drugs and Self-medication
- •Anaesthetics and Analgesics
- •Symptoms in the Air
- •Questions
- •Answers
- •7 Stress
- •An Introduction to Stress
- •The Stress Model
- •Arousal and Performance
- •Stress Reaction and the General Adaption Syndrome (GAS)
- •Stress Factors (Stressors)
- •Physiological Stress Factors
- •External Physiological Factors
- •Internal Physiological Factors
- •Cognitive Stress Factors/Stressors
- •Non-professional Personal Factors/Stressors
- •Stress Table
- •Imaginary Stress (Anxiety)
- •Organizational Stress
- •Stress Effects
- •Coping with Stress
- •Coping with Stress on the Flight Deck
- •Stress Management Away from the Flight Deck
- •Stress Summary
- •Questions
- •Answers
- •Introduction
- •Basic Information Processing
- •Stimuli
- •Receptors and Sensory Memories/Stores
- •Attention
- •Perception
- •Perceived Mental Models
- •Three Dimensional Models
- •Short-term Memory (Working Memory)
- •Long-term Memory
- •Central Decision Maker and Response Selection
- •Motor Programmes (Skills)
- •Human Reliability, Errors and Their Generation
- •The Learning Process
- •Mental Schema
- •Questions
- •Answers
- •9 Behaviour and Motivation
- •An Introduction to Behaviour
- •Categories of Behaviour
- •Evaluating Data
- •Situational Awareness
- •Motivation
- •Questions
- •Answers
- •10 Cognition in Aviation
- •Cognition in Aviation
- •Visual Illusions
- •An Illusion of Movement
- •Other Sources of Illusions
- •Illusions When Taxiing
- •Illusions on Take-off
- •Illusions in the Cruise
- •Approach and Landing
- •Initial Judgement of Appropriate Glideslope
- •Maintenance of the Glideslope
- •Ground Proximity Judgements
- •Protective Measures against Illusions
- •Collision and the Retinal Image
- •Human Performance Cognition in Aviation
- •Special Situations
- •Spatial Orientation in Flight and the “Seat-of-the-pants”
- •Oculogravic and Oculogyral Illusions
- •Questions
- •Answers
- •11 Sleep and Fatigue
- •General
- •Biological Rhythms and Clocks
- •Body Temperature
- •Time of Day and Performance
- •Credit/Debit Systems
- •Measurement and Phases of Sleep
- •Age and Sleep
- •Naps and Microsleeps
- •Shift Work
- •Time Zone Crossing
- •Sleep Planning
- •Sleep Hygiene
- •Sleep and Alcohol
- •Sleep Disorders
- •Drugs and Sleep Management
- •Fatigue
- •Vigilance and Hypovigilance
- •Questions
- •Answers
- •12 Individual Differences and Interpersonal Relationships
- •Introduction
- •Personality
- •Interactive Style
- •The Individual’s Contribution within a Group
- •Cohesion
- •Group Decision Making
- •Improving Group Decision Making
- •Leadership
- •The Authority Gradient and Leadership Styles
- •Interacting with Other Agencies
- •Questions
- •Answers
- •13 Communication and Cooperation
- •Introduction
- •A Simple Communications Model
- •Types of Questions
- •Communications Concepts
- •Good Communications
- •Personal Communications
- •Cockpit Communications
- •Professional Languages
- •Metacommunications
- •Briefings
- •Communications to Achieve Coordination
- •Synchronization
- •Synergy in Joint Actions
- •Barriers to Crew Cooperation and Teamwork
- •Good Team Work
- •Summary
- •Miscommunication
- •Questions
- •Answers
- •14 Man and Machine
- •Introduction
- •The Conceptual Model
- •Software
- •Hardware and Automation
- •Intelligent Flight Decks
- •Colour Displays
- •System Active and Latent Failures/Errors
- •System Tolerance
- •Design-induced Errors
- •Questions
- •Answers
- •15 Decision Making and Risk
- •Introduction
- •The Mechanics of Decision Making
- •Standard Operating Procedures
- •Errors, Sources and Limits in the Decision-making Process
- •Personality Traits and Effective Crew Decision Making
- •Judgement Concept
- •Commitment
- •Questions
- •Answers
- •16 Human Factors Incident Reporting
- •Incident Reporting
- •Aeronautical Information Circulars
- •Staines Trident Accident 1972
- •17 Introduction to Crew Resource Management
- •Introduction
- •Communication
- •Hearing Versus Listening
- •Question Types
- •Methods of Communication
- •Communication Styles
- •Overload
- •Situational Awareness and Mental Models
- •Decision Making
- •Personality
- •Where We Focus Our Attention
- •How We Acquire Information
- •How We Make Decisions
- •How People Live
- •Behaviour
- •Modes of Behaviour
- •Team Skill
- •18 Specimen Questions
- •Answers to Specimen Papers
- •Revision Questions
- •Answers to Revision Questions
- •Specimen Examination Paper
- •Answers to Specimen Examination Paper
- •Explanations to Specimen Examination Paper
- •19 Glossary
- •Glossary of Terms
- •20 Index
Individual Differences and Interpersonal Relationships
The Authority Gradient and Leadership Styles
Introduction
Leadership should not be confused with authority. Authority is normally assigned, while leadership is acquired and suggests a voluntary following.
Figure 12.4 shows what is termed the Cockpit Authority Gradient. It illustrates the three types found in the air:
•The Autocratic Cockpit.
•The Laissez-faire Cockpit.
•The Synergistic Cockpit (the ideal).
The Captain’s task is to maintain a compromise which maintains the authority gradient without losing the support of the crew members.
A. The Autocratic Cockpit |
B. The Laissez-faire Cockpit |
C. The Synergistic Cockpit (The Ideal) |
Figure 12.4 The Authority Gradient
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12 Individual Differences and Interpersonal Relationships
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The Autocratic Cockpit
The autocratic cockpit is one in which the Captain:
•Decides and imposes his/her decisions without consultation.
•Takes no account of the opinions of the other members of the crew.
•Rarely delegates.
•Makes general comments which teach nothing.
•Does not listen and is isolated from the rest of the crew.
•Considers forcefully made suggestions as either criticism or insubordination.
•Encourages a tense and non-communicative atmosphere in the cockpit.
By the very nature of the way the cockpit is run, the Captain is normally overloaded in the event of a problem.
This nightmare scenario can occur when:
•The under-confident Captain uses his/her authority to hide inherent weaknesses.
•There is a large gap in both the seniority and technical ability/knowledge between the Captain and the remaining members of the crew. For example, a very senior Captain flying with a new co-pilot.
•The Captain has a very strong character and the co-pilot has a personality which is weak and self-effacing.
Faced with a Captain whose manner is too authoritarian, crews tend to react in a stereotyped manner. In a three-seat cockpit there tends to be collusion between the co-pilot and flight engineer thus somewhat redressing the situation.
However in a two-seat cockpit this is not possible and the co-pilot is forced to handle the situation alone. In this case, the classic reactions of the co-pilot can be any of the following:
•Aggression is met with aggression and, with this confrontational attitude, the tension in the cockpit is increased.
•An apparent submission and withdrawal coupled with the decision “to say nothing more”.
•The unexpressed aggression is turned against a third person (or scapegoat). This is normally ATC or cabin staff.
•The aggression is delayed, contained and “mulled-over”. Not only will this preoccupation deprive the co-pilot of his/her situation awareness but the aggression will be suddenly and unexpectedly released - possibly in just the situation which demands careful and analytical reasoning and in which emotion has no part to play.
Crews meeting such situations must be aware of the potential dangers and approach the flight with as positive attitude as possible. The presentation of cooperation can be made in a conciliatory form but the contents of this cooperation must be firm.
This not to say that there is no place at all for authoritarianism in the air. In an emergency situation and when pressed for time, the Captain must give crisp, clear orders needed for immediate reactions and responses.
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The Laissez-faire Cockpit
At the other end of the spectrum is the laissez-faire cockpit. In this situation the Captain:
•Remains passive.
•Allows other members of the crew freedom in decision making.
•Makes few suggestions.
•Makes neither positive or negative judgements.
•Encourages a relaxed and laid-back atmosphere in the cockpit with communications leaning towards non-professional subjects.
•Has a primary aim to please the rest of the crew.
This situation tends to arise when the Captain is working with competent pilots and flight engineers, particularly during the “co-pilot’s leg”.
The consequences of the laissez-faire cockpit are apparent. Either the vacuum is filled by another member of the crew who takes over the leadership role or members of the crew work on their own, preoccupied on different plans of their own, and without keeping each other informed. A “self-centred” cockpit is thus created which offers the least synergy and is the most dangerous of the cockpit situations.
The Synergistic Cockpit - the Ideal
The Synergistic Cockpit is one where the Captain:
•Leads by example.
•Motivates the crew.
•Develops the skills of the crew.
•Supports team working.
•Clearly communicates intentions and required standards.
•Monitors the crew performance and gives constructive advice to the crew members.
•Coordinates interrelated activities concerning the flight.
•Listens to the rest of the crew and looks upon their suggestions as helpful.
•Makes decisions with the help and active participation of the other crew members.
•Makes a plan of action defined by the group.
•Delegates responsibilities and actions.
•Shares information and explains decisions.
•Tries not to over-participate leaving each member of the crew to show their worth and capabilities.
•Works to maintain a positive, cordial and professional cockpit atmosphere throughout the flight.
•Openly shows appreciation for work well done.
•Debriefs the crew and encourages ideas for improvements.
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12 Individual Differences and Interpersonal Relationships
Interacting with Other Agencies
People are very good at identifying themselves with a group but the pilot is a member of a number of groups at the same time. He/she is obviously a member of the flight deck group and it is with this group that he/she has the most identity of purpose and common interests.
The pilot, is of course, also a member of the whole crew, including the cabin crew. In many circumstances the whole crew must act together against what is seen as a threat to them all such as a plane-load of drunken passengers or in the case of an emergency.
The pilot is also a member of a larger organization; the company or airline. In this group the pilot interacts with dispatch clerks, ticket agents, technical services etc. To resolve certain problems the pilot must interact with all of them.
Perhaps the largest group to which the pilot belongs is the Aviation Group. The common purpose of this group including ATC agencies and controllers is to maintain a safe and expeditious flow of traffic across the world, combining together to overcome weather conditions, health problems, or in some circumstances political considerations.
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