Predicting General Aviation Pilots’ Weather-related Performance through a Scenario-based Written Assessment

Weather-related accidents continue to challenge the general aviation community and with the development of advanced weather technology, GA pilots need additional education and training on how to effectively use these weather products to ensure flight safety. Currently, the literature on aviation weather suggests that there is a gap in both training and assessment strategy for GA pilots. Furthermore, several studies suggest that there needs to be more assessment of weather-related scenario/application questions for the private pilot’s written knowledge exam in order to assess a deeper level of knowledge for weather-related material. The purpose of this study is to design a scenario-based exam that assesses GA pilots’ weather knowledge and then to determine whether the scenario-based exam better predicts GA pilot performance in a simulated weather scenario than a traditional weather-related exam. The results of the study could potentially help aviation officials better assess and train general aviation pilots on weather-related topics

Aviation Weather and Decision Making: A Human Factors Perspective

A History of Decision Making Research Pilot Decision Making Future Research Direction

An Evaluation on How General Aviaton Pilots Learn Basic Meteorology

An Evaluation on How General Aviation Pilots Learn Basic Meteorology Jayde M. King, Jessica Cruit, M.S., Beth Blickensderfer, PhD. Introduction. As General Aviation (GA) accidents continue to occur each year, industry officials as well as researchers search for insights into possible causes to these accidents. Weather, in particular degraded weather poses a threat to general aviation. In fact, according to Jarboe (2005), “weather-related airplane accidents led to 240 fatalities in the United States (U.S) and Puerto Rico”(pp.3-11). Considering these facts, questions rise to the degree to which GA pilots actually understand aviation weather knowledge. Currently, the Federal Aviation Administration (FAA) requires private pilots to pass the FAA Knowledge exam with a 70% or above. Although this exam includes weather-related questions to test pilots\u27 knowledge of these concepts, pilots can fail the weather portion of the knowledge exam while passing the entire exam, thus receiving their private pilot\u27s license without fully understanding the extent of weather products and weather phenomenon. Therefore, the purpose of this study was to gain a deeper understanding into how pilots learn basic meteorology. Method. In order to assess how pilots learn about weather phenomenon, products, and sources before and/or during their training, we conducted 30 semi-structured interviews with ERAU and non ERAU affiliated pilots. The interview included questions such as, where pilots receive their weather training, how they receive their training, which phase of flight was the most important in terms of weather awareness, and what courses provided the most beneficial weather-related material. Results. The results of the interview reveal several interesting points. 1) Pilots learn weather-related material better when instructed by their flight instructor over any other form of instruction. 2) Pilots stated that the preflight phase of flight was the most crucial for understanding weather products and basic meteorological concepts. 3) As for which courses provided the most beneficial weather-related information, pilots claimed that the introductory weather course (WX201) gave students a better understanding of weather phenomenology over the more advanced weather course (WX301). Pilots stated that the material learned in WX301 was too specific and unnecessary. And although confessing that they did not fully understand or conceptualize the weather information presented in their meteorology courses, pilots explained that they felt comfortable with the breadth of weather-related knowledge learned. Ultimately, pilots agreed that weather plays an important role in flight and general aviation. Discussion. The information obtained from these interviews helps emphasize the importance of improving the quality and scope of weather-related questions on the FAA written exam. The results of the data seek to provide insights into how to better prepare student pilots during their training for possible weather-related hazards during their flight. Ultimately, the goal of this study is to train student pilots with a greater depth of weather knowledge in order to increase certainty in decision making during weather-related events. References Jarboe, J. (2005). U.S. Aviation Weather-Related Crashes and Fatalities in 2004. NOAA’sNational Weather Service, 4(2), 3-11. Retrieved February 17, 2015, from http://www.nws.noaa.gov/os/aviation/front/05june-front.pd

Predicting General Aviation Pilots’ Weather-Related Performance through a Scenario-Based Assessment

Weather-related accidents continue to challenge the general aviation (GA) community and with the development of advanced weather technology, GA pilots need additional education and training on how to effectively use these weather products to ensure flight safety. Currently, the literature on aviation weather suggests that there is a gap in both training and assessment strategy for GA pilots. Furthermore, several studies advocate assessing GA pilots at a deeper level of learning by including weather-based, scenario/application questions on the Federal Aviation Administration’s (FAA) written exam for private pilots. After first developing a scenario-based, aviation weather assessment, we used a multiple regression analysis to predict aviation weather performance from 90 GA pilots. In addition, we used Baron and Kenny’s (1986) test for mediation to predict aviation weather performance from four predictor variables (i.e., a scenario-based aviation weather assessment, a traditional, non-scenario-based weather assessment, weather salience, and aviation weather experience). The results of the study indicated that scores on the scenario-based assessment were the strongest predictor of aviation weather performance followed by aviation weather experience. These results support the need for scenario-based weather questions on the FAA written exam for private pilots. The results of this study could help aviation officials and educators better assess and train general aviation pilots on weather-related topics

Redefining Resiliency using Principles of Social Cognitive Theories to Address the Gap in Training and Assessing Resiliency for Air Carrier Operations

Air carrier flight operations continue to be highly proceduralized events, which have contributed to the overall safety and performance efficiency of the National Airspace System (NAS). However, existing and envisionable procedures do not, and may never completely cover all operational situations. At times, there is not a procedure for a situation or adequate time to complete a known procedure. More specifically, the current use of procedures does not adequately address unexpected events. In the instances when procedures are non-existent, the flight crew needs to have the ability to demonstrate resilience or to adapt and respond appropriately to the changing environment to continue the safety of the operation. The Federal Aviation Administration (FAA) is currently interested in research that focuses on developing recommendations for flight-crew training that will provide the knowledge and skills, which will augment the existing training programs to include elements that address adaptation and resilience to unexpected situations and events. However, one challenge to training resiliency within the air carrier environment is adequately defining resiliency to fit the given training population in order to create measurable training objectives. The current literature on resiliency is not conclusive on a collective definition of the term (Aburn, Gott, Hoare, 2016). Moreover, definitions on resiliency appear to be specific to the population or domain being studied (e.g., resiliency after personal trauma, resiliency in healthcare, resiliency among teams). However, one commonality that exists throughout the resiliency literature is the assumption that certain behaviors of resiliency (e.g., anticipate, monitor, respond, recover) follow a chronological pattern. That is, pilots must be anticipating an unforeseen event before they begin monitoring their surroundings. Once the unexpected event occurs, the pilot responds accordingly and then takes the necessary steps to recover. One limitation to this time-based approach is that linear training may prevent pilots from expanding their critical and creative thinking, therefore decreasing the range of cognitive resources pilots can access. This is precisely what the FAA is seeking to overcome as specified in their directive to develop improved resiliency training for highly proceduralized operations. Our approach to the time-based training challenge is to supplement the existing framework with functional models drawn from social cognitive theories (De Jaegher, Di Paolo, and Gallagher, 2010) in order to justify how each of the elements of resiliency function to create the knowledge, behaviors, and attitudes of resiliency. Once we functionally categorize the different components of resiliency into the De Jaegher, Di Paolo, and Gallagher (2010) framework, we can then link those functional elements of resiliency with specific, objective, and measurable training events within an aviation scenario. The results of this study aim to reduce ambiguity among the approaches to develop and measure resiliency training and ultimately, to create a path for improved training for air carrier events

Combined Report: Aviation Weather Knowledge Assessment & General Aviation (GA) Pilots’ Interpretation of Weather Products

Prior research has indicated that general aviation (GA) pilots may lack adequate knowledge of aviation weather concepts and skill at interpreting aviation weather displays. Therefore, the purpose of the current project was to develop and validate a comprehensive set of aviation weather knowledge and interpretation multiple-choice questions, and in turn, to use the questions to assess pilot understanding of aviation weather concepts and displays. An interdisciplinary research team that included two meteorologists, one Gold Seal Certificated Flight Instructor (CFI), a human factors psychologist, and several human factors graduate students performed this research

Air Carrier Training Recommendations to Address Limitations of Pilot Procedures during Unexpected Events in NextGen Operations. Task 3: Pilot Needs Analysis

692M151940001This report is one of three from a Research Grant / Cooperative Agreement number 692M151940001 entitled, \u201cAir Carrier Training Recommendations to Address Limitations of Pilot Procedures during Unexpected Events in NextGen Operations\u201d. The related reports are also available in this repository.We present the results of a Subject Matter Expert knowledge elicitation study conducted with US Air Carrier pilots, instructor pilots, and evaluators through a semi-structured interview process. The goal of the study was to support or refute the body of research on pilot performance in responding to unexpected events presented in Task 2 from this research program. The objective of this phase was to obtain experts\u2019 input on the current level of pilot performance in line operations as well as what might be done to improve pilots\u2019 reactions to unexpected events. The analysis of the information elicited from the experts shows support for the concepts, procedures, and challenges of training to respond to unexpected events. The participant narratives were detailed in their descriptions of constructs associated with resilience and were in line with previously identified procedures, methods, and in some cases shortcomings of the pilot training as currently deployed. This study also suggests that more research is needed to determine how these constructs could be promoted during training in a way that elicits resilient behaviors during any unexpected events

Human-in-the-Loop Method to Test the Effectiveness of Training Pilot Responses to Unexpected Events. Task 4: Training Development Plan

692M151940001This report is one of three from a Research Grant / Cooperative Agreement number 692M151940001 entitled, \u201cAir Carrier Training Recommendations to Address Limitations of Pilot Procedures during Unexpected Events in NextGen Operations\u201d. The related reports are also available in this repository.This report provides a primer as to how to conduct human-in-the-loop (HITL) research in which pilots\u2019 responses to unexpected events can be explored for potential mitigations through training. The results of this effort conclude the following findings and recommendations: Identification of key independent and dependent variables for assessing pilot responses during unexpected events; recommendations on types of training interventions and measurable skills and behaviors that pilots may exhibit during unexpected events; recommendations for HITL scenario selection criteria and candidate scenario examples; recommendations for conducting a HITL; and a recommended performance assessment method for measuring pilots\u2019 behaviors during unexpected events. Research results can ultimately lead to testing and validation to inform FAA personnel who develop evaluation criteria for pilot tasks, skills, knowledge, and proficiency and incorporate this information into human factors related documentation

Relevant Research Assessment Concerning Pilot Response to Unexpected Events. Task 2: Relevant Research Assessment

692M151940001This report is one of three from a Research Grant / Cooperative Agreement number 692M151940001 entitled, \u201cAir Carrier Training Recommendations to Address Limitations of Pilot Procedures during Unexpected Events in NextGen Operations\u201d. The related reports are also available in this repository.This report provides a review of the existent information pertinent to the response to novel, unexpected, surprising, and/or unanticipated events, primarily focused on the context of aviation. The primary effort here is to identify ways in which to mitigate the brittleness of accepted traditional forms of response and to foster both adaptive and resilient response capacities throughout the whole of the operational systems. We have examined existing information and have assembled a series of definitions of terms and concepts, primarily revolving around resilient response. We look to knit these terms together and evaluate how the synthetic understanding can be used as a foundational basis for advance. This is a proactive perspective and one that looks to anticipate future threats to aerospace safety to counteract their more adverse influences. The work also provides the foundation for subsequent empirical evaluations of possible challenges by those experiencing unexpected events