CAP716 (Pre-Publication Copy - Extract Only) Aviation Maintenance Human Factors (EASA / JAR145 Approved Organisations)

CAP716 (pre-publication copy - extract only)
Aviation Maintenance Human Factors

(EASA / JAR145 Approved Organisations)
Guidance material on the UK CAA interpretation of Part-145 human factors and safety
management requirements
22/01/2004 Chapter 11 Page1

The formal published document will have the following ISBN number:
ISBN 0 86039 960 5
Enquiries regarding the content of this publication should be addressed to: Aircraft Maintenance
Standards Department, Safety Regulation Group, Civil Aviation Authority, Aviation House, Gatwick
Airport South, West Sussex, RH6 0YR.
The latest version of this document is available in electronic format at www.caa.co.uk, where you
may also register for e-mail notification of amendments.
Printed copies and amendment services are available from: Documedia Solutions Ltd., 37 Windsor
Street, Cheltenham, Glos., GL52 2DG.

Explanatory note
This document is aimed primarily at organisations approved in accordance with Annex 2 (Part-145)
of the Commission Regulation (EC) No. 2042-2003 "Continuing airworthiness of aircraft -
previously JAR145. It is aimed at organisations approved by UK CAA Aircraft Maintenance
Standards Department (AMSD), to help them meet the error management and human factors
requirements within EASA Part-145 (originally introduced as NPA12 to JAR 145, and
subsequently as amendment 5 to JAR145). It contains guidance material which, if applied
appropriately within maintenance organisations, should help reduce the risks associated with human
error and human factors, and improve safety.
References throughout the document will primarily be to "Part-145", which is the requirement,
"AMC-145", which is the acceptable means of compliance, and "GM-145", which is guidance
material. References will also be made to Part-66, Part-147 and Part-21, which are the parts of the
EASA Implementing Rule (IR) equivalent to JAR66, JAR147 and JAR21. Occasional references
are made to JARs for historical purposes, or where JARs are still current (eg. JAR-OPS). There are
no fundamental differences between the JAR and EASA requirements, as far as the human factors
elements are concerned.
This is a living document and will be revised at intervals to take into account changes in regulations,
feedback from industry, and recognised best practices. This document was originally issued as the
CAA Maintenance Human Factors Handbook, and subsequently published, in support of NPA12
to JAR145, as CAP 716 issue 1. It has now been up-issued to Issue 2, incorporating additional and
revised guidance material based on industry experience obtained since JAR 145 amendment 5 was
implemented on 1st January 2003. It is envisaged that the document will eventually be up-issued to
Issue 3, once further best practice emerges with long term experience of working with the new
human factors requirements.
Updates to this and other documents will be notified via the CAA website. You may register to
receive automatic notifications of any updates by accessing www.caa.co.uk/publications and
selecting "human factors". The document is free to download from the website, or printed copies
may be purchased.
If you have any comments concerning this document, or any proposals for Issue 3, please pass them
back to the CAA Aircraft Maintenance Standards Department, the address of which can be found
on the website, or direct to the editor at [email protected].

Contents
Chapter 1. Introduction ................................................................................... Error! Bookmark not defined.
Chapter 2. Safety Culture and Organisational Factors ............................ Error! Bookmark not defined.
Chapter 3. Errors, Violations and non-compliance with Procedures ..... Error! Bookmark not defined.
Chapter 4. Factors Associated with the Individual ..................................... Error! Bookmark not defined.
Chapter 5. Environmental Factors, Tooling and Ergonomic Audits........ Error! Bookmark not defined.
Chapter 6. Procedures, Documentation and Maintenance Data .............. Error! Bookmark not defined.
Chapter 7. Communication, Handovers and Sign-offs ............................... Error! Bookmark not defined.
Chapter 8. Planning, Preparation and Teamwork...................................... Error! Bookmark not defined.
Chapter 9. Professionalism and integrity.................................................... Error! Bookmark not defined.
Chapter 10. Organisation's Error Management Programme .............. Error! Bookmark not defined.
Chapter 11. Human Factors Training for Personnel involved in Maintenance..................................1
Appendix A JAA Maintenance Human Factors Working Group Report..........................................20
Appendix B Definition of Human Factors ................................................. Error! Bookmark not defined.
Appendix C ICAO Standards for Human Factors in Maintenance. ..... Error! Bookmark not defined.
Appendix D Accidents, Incidents and Statistics ...................................... Error! Bookmark not defined.
Appendix E Safety Management Systems and Risk Assessment........ Error! Bookmark not defined.
Appendix F Example Safety Policy............................................................. Error! Bookmark not defined.
Appendix G Safety Accountabilities .......................................................... Error! Bookmark not defined.
Appendix H AN71: Maintenance Error Management Systems ............ Error! Bookmark not defined.
Appendix I Example Disciplinary Policy................................................. Error! Bookmark not defined.
Appendix J Occurrence Management System (OMS) concepts.......... Error! Bookmark not defined.
Appendix K Maintenance Error Decision Aid (MEDA) form (rev g)... Error! Bookmark not defined.
Appendix L UK MEMS-CHIRP Data Sharing Initiative ......................... Error! Bookmark not defined.

Appendix M Safety Culture Tools............................................................... Error! Bookmark not defined.
Appendix N AN47 - Personal Responsibility of LAEs When Medically Unfit or Under The Influence Of
Drink Or Drugs Error! Bookmark not defined.
Appendix O Visual inspection and NDI..................................................... Error! Bookmark not defined.
Appendix P Working Time Requirements and Guidelines .................. Error! Bookmark not defined.
Appendix Q Environmental Factors & Tooling........................................ Error! Bookmark not defined.
Appendix R A methodology for evaluating the visual environment in inspectionError! Bookmark not
defined.
Appendix S Procedures and work instructions ...................................... Error! Bookmark not defined.
Appendix T Communication, Handovers and Teamwork ....................... Error! Bookmark not defined.
Appendix U Training Needs Analysis Example........................................................................................1
Appendix V Guidelines for trainers ...........................................................................................................1
Appendix W Competency Framework ........................................................ Error! Bookmark not defined.
Appendix X Introducing an Error Management Programme into an OrganisationError! Bookmark not

defined.
Appendix Y Sources of further information - summary........................ Error! Bookmark not defined.
Appendix Z Key Documents, Videos, Tools and Products ..................... Error! Bookmark not defined.

Acknowledgements
Acknowledgements are given to all those from the UK CAA and industry who have contributed to
this document, both at issue 1 and issue 2, either in terms of writing chapters, helping to review
sections, or contributing to the work of the JAA Maintenance Human Factors Working Group on
whose work this document is heavily based. In particular, acknowledgement is given to the work of
the Chairman of this group, Monsieur Jean-Marc Cluzeau.
Additionally, many documents and studies are referenced in this CAP, and acknowledgement is
given to the authors. Many of these studies were funded by the FAA, and thanks is due to the FAA
for making the information freely available from http://hfskyway.faa.gov.
Finally, acknowledgement is given to all those reading and applying the information and guidance
contained in this document in order to improve safety in aviation maintenance, within the UK and
elsewhere.

Foreword
CAP 716 provides guidance material for Part-145 approved organisations on how to apply human
factors best practice in organisational processes and procedures.
A separate document, CAP715, written primarily from the perspective of the individual licensed
engineer, addresses human performance and limitations, and is in support of Part-66 (module 9).
CAP 712 addresses safety management from an organisational perspective and describes the
elements of a Safety Management System. The emphasis within CAP 716 is upon a human factors
and error management programme which should form a significant part of an organisation's Safety
Management System. Readers are encouraged to read CAP 712 in conjunction with CAP 716.
CAP 716 is written primarily for large aircraft maintenance organisations (Part-145 'A' rated
organisations). The principles and practices described within this document are also likely to apply
to engine and component maintenance organisations (Part-145 'B' and 'C' rated organisations), and
other Part-145 approved organisations (category D). However, it is recognised that some of the
guidance within this CAP will not be applicable to, or practical to apply in, some companies,
particularly 'D' rated organisations and small Part-145 approved organisations. Companies should,
therefore, be prepared to tailor the guidance material to suit the size of the organisation and nature of
their business.
This CAP is structured around the main syllabus topics in EASA GM-145.A.30(e). However, the
CAP is not written as a training text. It concentrates upon the elements of the human factors and
safety management programme required by Part-145 and AMC-145, rather than the detailed
human factors training requirement subject matter. The document could be used as a basis for
training Module 10 of the GM-145.A.30(e) syllabus, and some of the other modules, but further
source material would be needed in order to train the remaining syllabus topics. Potential sources of
further information, including videos, are given in Appendix Z.

Chapter 11 Human Factors Training for Personnel
involved in Maintenance
1. Introduction
This chapter provides details of the UK CAA interpretation of the Part-145.A.30(e) requirement
and associated AMC-145.A.30(e), and guidance as to how this requirement might be met.
However, there is no 'one size fits all' solution, so the guidance in this chapter would need to be
tailored according to the size and type of organisation to which it is applied. The emphasis is upon
practical human factors training as part of a company human factors and error management system.
This sentiment is echoed in the ICAO manual "Human Factors in Aviation Maintenance" Doc 9824-
AN/450.
2. Origin of the requirement

Knowledge of human performance and limitations (HPL) has been an ICAO SARP for many years
now in ICAO Annex 1. This has been addressed in the UK and JAA by including, within the basic
license requirements, examinations in HPL for pilots (JAR FCL) and licensed engineers (JAR 66/
Part-66). However, these are not training requirements. The human factors initial and recurrent
training requirement for pilots is known as Crew Resource Management (CRM) and is required by
JAROPS; the human factors recurrent training requirement for certifying engineers is required by
JAR145/Part-145. There was, until recently, no requirement for initial human factors training.
More recently, amendment 5 to JAR145 expanded the training requirement to extend to all staff as
well as certifying staff, and to include initial as well as recurrent training. The justification for this
change is explained in the section dealing with the Requirement.
This change has now been incorporated into the EASA requirements, virtually unchanged from
JAR145 apart from compliance dates. The compliance date for JAR145.30 (e) was 1 July 2005;
the compliance date for the EASA equivalent requirement (Part 145.30(e)) is 28 September 2006.
The compliance dates indicate the date by which all 145 approved organisations should have in
place a procedure for human factors training, and by which all appropriate staff should have
received initial human factors training.
3. Context of Human Factors Training

Maintenance human factors training is part of a total system in managing human error, and
discouraging procedural violations, in a maintenance organisation. It is an essential part of this system
aimed at individuals engaged in 'hands-on' maintenance, support or management. Without proper
training, other initiatives related to error management and safety improvement (such as error
reporting and investigation, better shift and task handover procedures, improvements in procedure
design, etc.) will probably not be effective in the long term. An integrated approach, linking human
factors training with organisational safety management and error management initiatives, is essential.
Human factors training should not be something radically new - it covers basic safety principles and
practices which should already be incorporated within a safety management and quality system, and
how to ensure that work is carried out in a professional manner such that aircraft are released to

service in a safe and airworthy condition. However, evidence from accidents, incidents and studies
indicates that some of the processes and training which ought to achieve this are weak or non-
existent. The rest of CAP 716 describes how some of these processes should be improved;
Chapter 11 describes the training required to enable staff to work with these organisational
processes, or even help design them, as well as being aware of individual human performance and
limitations and how to avoid and manage errors. It should also be closely integrated with the
company Maintenance Error Management System (MEMS), staff being fully conversant with the
company just culture/ disciplinary policy and how they are expected to interface with MEMS.
Various terms are sometimes used to describe the training mentioned above. Within CAP 716 we
refer to "human factors training". It may also be described as "error management training".
"Maintenance Resource Management" training is a term, originating in North America, to describe
human factors training where the primary emphasis is upon teamwork and communication. It doesn't
really matter what you call it, as long as it is done!
4. Aims and Objectives
The objectives of Human Factors training, within a human factors and error management
programme, should be to
improve safety
decrease organisational exposure to risk,
reduce errors,
capture errors,
These objectives may vary in detail from company to company, but should cover the key points
listed in Reason and Hobbs CAIR checklist (see Appendix M).
The aim of human factors training should be to help achieve these objectives by means of:
imparting knowledge on human factors and safety, and details of how the company human factors
programme works,
developing skills (where appropriate),
influencing people’s attitudes and
influencing behaviour.
5. Requirements
The Part-145.A.30(e) requirement (previously NPA12 to JAR145) was introduced as a result of

the work of the Training sub-group of the JAA Maintenance Human Factors Working Group
(MHFWG). Further details concerning the composition of this group, and the rationale for
expanding human factors training from only certifying staff, to all staff within the organisation "whose
error or poor decision could affect safety or compliance with JAR145/[Part-145]", are contained in
the JAA MHFWG report (Appendix A).
Part-66 already includes a requirement to demonstrate knowledge of Human Factors elements

which are included in Part-66 Module 9. However, this only applies to licensed engineers and is not
a requirement for training. The knowledge may be acquired by several means, one option being self-
study, and is tested by means of examination. A good appreciation of the practical application of
human factors can only be obtained by training, ideally within the context of the organisation within

which the people work. Furthermore an examination in isolation cannot really assess certain aspects
such as “skill” and above all “attitude”, which are two of the training objectives discussed above.
Training in human factors is, therefore, important in order not only to help people understand what
the issues are, but how to adopt good human factors practice in all aspects of work. Such training is
appropriate for all staff who have an impact upon safety and airworthiness, not just for engineers or
certifying staff.
Part-145.A.30(e) requires that "the organisation shall establish and control the competence of
personnel involved in any maintenance, management and/or quality audits" where "competence must
include an understanding of the application of human factors and human performance issues
appropriate to that person's function in the organisation".
AMC-145.A.30(e) proposes human factors training as an acceptable means of compliance with the
requirement in Part-145.A.30(e) to have an appropriate understanding of the application of human
factors, and gives further details as to how this training should be implemented. The JAA MHFWG
report expands on this, and whilst not a part of the Part-145 requirement, is nevertheless interpreted
by the CAA as JAA guidance material. At the time of writing this CAP, the JAA MHFWG report
was published on the JAA website (www.jaa.nl) and has been included in CAP716, complete with
the expanded human factors training syllabus, as Appendix A.
6. Who should receive human factors training?
6.1 Personnel to receive human factors training

AMC-145.A.30(e)6 lists the personnel for whom human factors training is applicable:
"This should include, as a minimum:
-Post-holders, managers, supervisors
-Certifying staff, technicians, and mechanics.
-Technical support personnel such as planners, engineers, technical records staff
-Quality control/assurance staff
-Specialised services staff
-Human factors staff/ Human factors trainers
-Store department staff, Purchasing dept. staff
-Ground equipment operators
-Contract staff in the above categories"
To this list should be added1:

- Human factors programme managers
- The person doing the TNA
- Competence assessors
- Accident/ incident investigation personnel
- Technical trainers (where relevant)
- Health and Safety staff
- Human resources personnel
Ideally, this list should also extend to the customer with whom the Part-145 organisation interfaces,
since the customer ought to be aware of the human factors and safety implications of the demands
1
Additional categories of staff recommended by ICAO Doc 9824-AN/450, and CAP 716

which they place upon the maintainer. However, the requirement for human factors training is
restricted to Part/JAR-145 approved organisations and their staff (and contractors), and does not
extend to JAROPS.
Also included are personnel who work for organisations which are not approved under Part-145,
but which are working under sub-contract. AMC-145.A.75(b) states that " subcontractor's
personnel .... involved with the maintenance organisation's products undergoing maintenance should
meet Part-145 requirements for the duration of that maintenance and it remains the organisation's
responsibility to ensure such requirements are satisfied". This includes human factors training, but
with the caveat 'as appropriate'. For instance, it would probably be applicable to ensure that
subcontractors dealing with NDT on critical components are aware of human factors issues in visual
inspection, but probably not necessary for subcontractors dealing with IFE to have human factors
training. It would be up to the contracting company to determine what human factors training was
necessary.
The requirements include a need for regulators to be appropriately trained, and, although not explicit
in Part 145, the implication is that this training would therefore include human factors. Indeed, the
recently published ICAO document 9824-AN/450 (Human Factors Guidelines for Aircraft
Maintenance Manual) states that "In addition to having suitable background, experience and
qualifications, the maintenance inspectors from the State aviation regulatory body should have human
factors training to a level at least comparable to their counterparts in industry".
6.2 Why train everyone in the organisation?
Evidence from incidents and accidents shows that human error and human factors problems are not
limited to 'hands-on' maintenance staff (whether certifying or non-certifying), but may extend to
planners, technical records staff, etc. In addition, it is often organisational decisions and policies
made by managers that are at the root of some incidents (eg. to ensure adequate resources). Senior
management commitment to, and support of, the company human factors programme is essential to
the success of such programmes. Staff need to be convinced of this commitment by management.
Managers attending the human factors training themselves is one way of showing this.
Whilst managers may think that they understand what the human factors problems are, informal
feedback from various human factors conferences indicates that some have previously been unaware
of the extent and nature of the problems that exist in industry. Training for managers, including the
accountable manager, is considered important to raise awareness of problems both in the industry as
a whole, but also within their own company.
As stated in para 5, the training should be "appropriate to that person's function in the organisation".
Thus technical records staff, for instance, should be aware of the types of problems which occur, or
may occur, due to human error, especially those which have arisen from poor manuals and
procedures, but may not need to have an in-depth knowledge of human performance and limitations
or error theories. Certifying staff within an aircraft maintenance organisation would need a
reasonable understanding of all the syllabus items, whereas support staff (eg. stores/supply) may not.
An organisation should carry out a Training Needs Analysis (TNA) in order to determine what
training (and to what level) is appropriate for the various categories of staff.

7. Stages of Implementation
Training will not be successful in the long term unless what it teaches is supported within the
organisation on a day-to-day basis. Therefore the human factors training requirement within Part-
145 should not be considered in isolation. The training should be a part of the total package of
measures within a Part-145 approved organisation to assure safety and airworthiness.
The following stages of implementation should be completed to ensure the success of the human
factors training. Where organisations have already embarked on some of the stages below, they
should give consideration to revisiting earlier stages in case they have not been covered properly.
1. Genesis. Ensure the person or people responsible for putting in place the human factors
training and programme, are appropriately trained. External training will be necessary since
the company human factors training programme will not yet have started. It may also be
useful to seek views or even assistance from other similar organisations.
2. A company Human Factors and Safety Management Programme needs to be

designed and the structure in place (including a process for error management). The
introduction of human factors training, particularly Module 10 of the syllabus, should be
timed such that the key elements of the company human factors and safety management
programme, in particular the error management process, are already in place before training
starts.
3. Measurement of Competence - Identify current levels of competence and methods for

monitoring and managing competence. Part-145.A.30(e) requires that "the organisation shall
establish and control the competence of personnel involved in any maintenance, management
and/or quality audits" where "competence must include an understanding of the application
of human factors and human performance issues appropriate to that person's function in the
organisation".
4. Conduct a Training Needs Analysis (TNA) - An organisation should carry out a Training
Needs Analysis (TNA) in order to determine what training (and to what level) is appropriate
for the various categories of staff. Please note there is no 'one size fits all' solution for
training. The findings from a TNA are used to tailor the scope of the training provided to
ensure the training is suitable for the needs of your particular company.
5. In house, or contracted out? - Determine whether the organisation is able, or willing, to

run the training in-house. If in-house training is not an option, organisations are advised to
carefully consider the options for contracting out, or compromises, such as a joint training
programme with other similar companies in the vicinity.
6. Develop Tailored Training Material - There is a wealth of material from which human
factors trainers may draw when developing their training course, varying from off-the-shelf
packages which may suit their needs, to generic2 training material which may be customised,
to source information from which trainers can develop their own training material. Many of
these sources are referenced in Appendix Z.
2
The Proceedings of the 15th HFIAM symposium, 2001, contain a set of slides and notes which may be
customised and used, at no charge.

7. Provide Initial Training in Human Factors - This is described in greater detail later in this
chapter.
8. Provide Continuation Training in Human Factors - This is described in greater detail later
in this chapter.
9. Review and update training, on a regular basis. This includes the need for the human
factors trainer to keep up-to-date with current thinking and best practice on human factors.
7.1 Timing of the introduction of human factors training
The timing of human factors training with respect to the introduction and implementation of the key
elements of the company human factors and error management programme, is important. The key
people involved in the introduction of such a programme should have received fairly comprehensive
human factors training beforehand. The introduction of such a programme should ideally be timed to
coincide with human factors training for the staff, particularly module 10. One could even argue that
basic human factors concepts ought to be taught beforehand, so that the staff understand the
rationale behind such initiatives as Maintenance Error Management, or more formalised shift
handover procedures, and don't reject them out of hand. On the other hand, one could argue that if
training takes place too soon before the introduction of the supporting elements of a company human
factors programme, staff will become disillusioned that they cannot implement what they have been
taught. This is particularly important in the case of maintenance error reporting and the disciplinary
policy.
Different approaches will work for different organisations, but careful thought should be given to the
relative timing of all the elements of the company human factors programme, in particular module 10.
Training staff on something which doesn't yet exist is likely to be ineffective at best, and may even
cause future problems once the elements of a human factors and error management programme have
finally been introduced.
8. Measurement of Competence
Organisations should have a mechanism for determining competence of staff, not just with respect to
human factors, but for all areas (both technical and non-technical) in which staff are required to be
competent.
Demonstration of competence applies to all staff within an Part-145 organisation, not just the hands-
on technical staff, or even just the licensed engineers. Management competence and human factors
competence should be closely linked. A manager may be highly competent in day-to-day
management and making money for the company, but not particularly supportive of human factors
principles and policies, despite the fact that he understands what they are all about.
There are many different mechanisms available that may be used as evidence of competence. These
include:
• Examination - a good mechanism for assessing knowledge, but not necessarily
competence of applying knowledge in a work context;

• Interview;
• Qualifications - a good source of evidence, if the training course or other method used
to gain the qualification are directly relevant and practical for application in the
workplace;
• Completion of training courses is a good way of providing information, but not sufficient
to prove individual competence in applying the knowledge gained from the course;
• On-the-job assessment - a good way of determining competence, however its
effectiveness relies heavily on the competence of the supervisor or manager conducting
the assessment as it relies on their subjective judgement;
• Tailored assessments – staff are ask what they would take into account when doing
particular tasks, e.g. a planner explains that he would give consideration to the effect
fatigue may have and schedules critical tasks to be completed during the day shift or at
the start of the night shift rather than in the early hours of the morning. This explanation
shows the planner understands how some human factors issues are applicable to his job.
Assessing competence in the practical application of human factors is difficult, therefore it may be
appropriate in your organisation to apply a selection of the above methods. Please note, that the
pervading culture within the company may be contrary to good human factors principles (eg. the
culture might be that errors are not tolerated, and are regarded as signs of incompetence). If this is
the case, it is likely that judgements of competence will be biased towards that company culture. It is
important, therefore, that staff are trained in how to assess competence, and that independent
checks are carried out of the competence assessment process.
An organisation may decide that it is going to limit its assessments to competence in the
"understanding of the application of human factors" as specified in Part-145.A.30(e), ie. if people
know what they should be doing, they are considered competent in human factors, even if they don't
actually do it. However, the UK interpretation of this particular requirement extends to the actual
application, as opposed to just the understanding of the correct application, of human factors and
safety principles. No matter how good your training might be, unless it results in appropriate
behaviour, its aims have not been achieved. However, it should also be recognised that human
factors training is not always the solution to lack of competence in the application of human factors.
There may be instances where individuals would like to apply what they know to be good human
factors practices, but are unable to do so due to limitations in the company processes. In such cases,
appropriate solutions should be sought.
Using the argument in the paragraph above, whilst the manager(s) concerned may have competence
in an understanding of the application of human factors, the fact that they fail to support the
application of such principles within the company means that the intent of the Part-145.A.30(e)
requirement has not been met. The extension of understanding of human factors, to its effective
application, should be the ultimate aim for all staff, particularly senior managers, if safety is to be
improved.
For further information concerning mechanisms for determining competence, readers are referred to
the paper "Proving the Competence of the Aircraft Maintenance Engineer", presented at the
International Air Safety Seminar, November 2003. In addition, readers are referred to CAP 737,
which contains methods of assessing the competence of personnel in CRM skills, there being many
useful parallels.

More work is needed on the subject of competence assessment, both in its wider context and also
in the more specific context of human factors. In the meantime, this limited guidance has been
included in CAP 716 on competence assessment. Note: until the guidance on competence
assessment is more mature, organisations are strongly advised against using 'lack of competence in
human factors' in the context of any decisions concerning an individual's position within an
organisation (with the possible exceptions of the roles of human factors trainer, and human factors
programme manager). Competence should be assessed initially with a view to determining how best
to bring individuals up to an appropriate level of competence, by training.
The ICAO document "Human Factors in Aviation Maintenance" (Doc 9824-AN/450)

acknowledges that there is a need for better understanding of how best to assess competence in
human factors, adding "such an understanding will help prevent premature moves to assessment and
testing in circumstances where they could prove counterproductive to long-term learning needs".
9. Course versus other methods of training
A 'course' is not obligatory, but it is felt that it is by far the best way to teach practical maintenance
human factors, whether initial or recurrent. Part of the value of the training is to compare views and
experiences between course attendees, and between trainer and attendees. The importance of a
skilled and knowledgeable trainer cannot be overestimated. Much of the emphasis of the human
factors training should be upon reinforcing or changing attitudes, rather than imparting knowledge,
and a good trainer/ facilitator is key to this.
9.1 Computer Based Training

Some Computer Based Training (CBT) or internet based human factors training packages are
available. Whilst these may be appropriate for some of the more knowledge based elements of GM-
145.A.30(e) syllabus (or, indeed, Part-66 module 9), they are not appropriate in isolation to meet
the intent of AMC-145.A.30(e), especially the syllabus elements dealing with error, communication,
safety culture and teamwork. CBT is best used in conjunction with a training course to reinforce
syllabus elements, or to cover the more knowledge based syllabus elements (eg. human performance
and limitations), allowing more time on the course to address the more complex organisational and
safety culture elements. Two way interaction is important to human factors training, especially where
attitude change or reinforcement is necessary, and this can only be accomplished by the presence of
a good trainer-facilitator in a classroom situation.
9.2 Videos
Videos may also be used for training purposes but, as with CBT, they will be of limited effectiveness
unless incorporated as part of a training course with a good trainer. Appendix Z includes details of
come videos which might be suitable for inclusion within a maintenance human factors training
course.
9.3 Facilitated training

CBT or video in isolation are unlikely to be suitable for continuation training because (i) video or
CBT tends to be fairly generic in nature whereas continuation training is intended to address issues
and problems specific to each particular organisation, and (ii) CBT and video do not allow for two
way communication which is an important element of continuation training. As with initial training, a

combination of CBT/video and 'live' facilitation may be appropriate for continuation training, but it
should be remembered that the emphasis should be upon company specific issues. If it is discovered
that staff still have a poor understanding of some generic human factors issues, then it may be
necessary to address this, whereupon use of video and/or CBT may be appropriate. These tools
may also be appropriate for continuous reinforcement of human factors 'messages', eg. by running
through examples of accidents or incidents and what can be learned from them. What must be
avoided is for companies to require all staff to run through a possibly inappropriate CBT course, or
sit through a video, just to get the 'tick-in-the-box' for recurrent human factors training.
The best option, for both large and small organisations, for both initial and continuation training, is
still considered to be a facilitated course, ideally combining various training methods and media, such
as 'chalk and talk', team exercises, video, multi-media, etc., such that all learning styles are catered
for.
10. Training Needs Analysis (TNA)
A TNA should be carried out before any major decisions are made concerning human factors
training. A TNA is a crucial stage in putting together a human factors training programme, and
should not be omitted unless all staff are to receive full training on all syllabus topics. Even then, a
TNA would be a valuable tool in helping to design the training and tailor it for the needs of the
company and its staff.
10.1 Who should conduct the TNA?

The person doing the TNA should have a reasonable level of competence in human factors, and be
aware of the needs of the company and the different roles of its staff. The TNA may either be
carried out by one person within the Part-145 organisation, or jointly between one person from the
organisation and a specialist who is familiar with TNA principles and the practical application of
human factors.
10.2 What does a TNA involve?

The following section provides a summary of the key stages of a TNA. An example TNA is
included in Appendix U.
1) Stage 1 - Categorise all the various jobs within the company according to the different
needs for human factors training - an example is given in Table 1 below.
Table 1
Technical Certifying staff (ie. Permanent staff
those doing hands-on
Contract staff
maintenance or overhaul)
Technical non-Certifying Permanent staff
staff (ie. those doing hands-
on maintenance or overhaul) Contract staff
Management and technical Post holders/ senior managers

support staff Managers/ QA

Supervisors
Planners/ production control
Tech records/ tech services/ design
Purchasing/ supply chain
Stores
Other staff Trainers
Human factors trainers
Human resources/ personnel
Loaders/ drivers/ etc
2) Stage 2 - For each category of staff, identify what level of human factors competence is
required for each of the various syllabus elements. This may vary from none (eg. loaders may not
need to know anything about error models) to high (eg. supervisors need to know a lot about
task/shift handovers).
TNA should consider the nature of the work, as well as the different staff roles, and other issues
such as whether staff work shifts. Many different aspects should be taken into account when
considering who needs what training, to what level of detail and with what emphasis. For instance, if
your staff do not work shifts, shiftwork need not be covered in detail. On the other hand, if you do
work shifts, it is particularly important that your planners are aware of the effects of fatigue on human
performance, in order to comply with AMC-145.A.47(a).
Safety critical tasks should be a prime consideration when doing a TNA, especially for staff working
nights, or on the line in all weathers. The TNA should also take into account the intrinsic vulnerability
of the aircraft you are maintaining, and the circumstances under which they may be operating (eg. a
TNA for maintainers of helicopters operating in the North Sea might differ from a TNA for
passenger shuttle operations using new, easy to maintain modern aircraft, and would definitely differ
from a TNA for a company whose business is component overhaul).
3) Stage 3 - Once the TNA has been reviewed and agreed as appropriate, determine what
level of competence in human factors the individual staff members have, compared with that
required. E.g. managers may have already attended courses that cover teamwork and assertiveness,
and most staff will have undertaken health and safety training, therefore the syllabus element dealing
with 'hazardous situations' may have already been covered.
Determining existing levels of competence in human factors may be difficult. Licensed engineers may
have successfully passed an examination in Part-66 Module 9, for instance, but only possess some
theoretical knowledge concerning human factors, as opposed to competence in its practical
application. The organisation should not give any credit for such training unless they have an
acceptable method for determining competence in the subject.
4) Stage 4 - Determine what level and duration of training to provide to staff, based on the
TNA and staff competence assessments. Companies may find it easier to provide the one
comprehensive course to all staff as initial training. Others may tailor their training according to suit
the different categories of staff.
Ultimately, the duration of both initial and continuation training should be determined by the TNA.
Whilst in practice key factors affecting the duration of training tend to be the cost and whether staff
22/01/2004 Chapter 11 Page10

can be released, companies should endeavour to make staff available for whatever time is
necessary, determined by the TNA, if training is to be effective in meeting its aims and objectives.
It should be remembered that a TNA is not static - it may need to be altered according to the
changing nature of the company's business over time, and will be different for initial and continuation
training. It may also change based on feedback from the company's occurrence reporting/
Maintenance Error Management System (MEMS) - for instance, if a series of problems are
experienced during night shifts, then planners and staff working shifts may need to be given
additional training on circadian rhythms and how to minimise fatigue. In particular, human factors
continuation training should reflect particular problem areas that the company has experienced
recently.
Realistically, it is not expected that organisations will have to run numerous variations of a human
factors course for different groups of staff. In some cases, it may be easier to put all staff on the
same course, and in others one core course plus two or three tailored modules may suffice. A TNA
should be used as a tool to help design training, not an additional 'requirement' to complicate the
issue. However, a TNA is a crucial stage in putting together a human factors training programme,
and should not be omitted unless all staff are to receive full training on all syllabus topics. Even then,
a TNA would be a valuable tool in helping to design the training and tailor it for the needs of the
company and its staff.
11. Training Material
11.1 Syllabus
The human factors syllabus in GM- 145.A.30(e) is a compromise that was developed by the JAA
MHFWG, in order to introduce practical elements of human factors whilst not diverging markedly
from the existing Part-66 Module 9 human factors syllabus. This compromise was agreed in
recognition that many organisations had already been training personnel in human factors for JAR66,
and the introduction of a significantly different syllabus for 145, also entitled "human factors" would
have caused confusion and unnecessary duplication of training effort. In addition, in order to enable
the possibility of future cross-credits between 145 and 66, the syllabi needed to be fairly similar.
Note: the UK is not offering such cross-credits.
The main distinction between Part-145 and Part-66 human factors, apart from the content, is in
terms of how the syllabus elements are taught, and the relative emphasis upon knowledge, skills,
attitude and behaviour. As stated earlier, the Part-66 (module 9) requirement concentrates upon
theoretical knowledge of the Module 9 human performance and limitations elements, whereas GM-
145.A.30(e) concentrates upon the practical application of human factors in a work context, with
the emphasis upon skills, attitudes and behaviour, as opposed to simply knowledge.
The expanded GM- 145.A.30(e) syllabus is in Appendix A, attachment 7, Table 1. This contains
pointers as to where the emphasis on each syllabus item should lie (ie. knowledge, skills, attitude)
and examples of source material which instructors may wish to use when teaching the various
syllabus elements.
11.2 Module 10 of the syllabus
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Module 10 of the human factors training syllabus in GM-145.A.30(e) is company specific, and is
intended to inform staff what elements of a HF programme/ SMS programme exist within the
company (and what doesn't exist) and in what form. This module is what ties the MHF training
together with the processes within the company that will (hopefully) enable the principles taught
during the course, to be applied within the organisation.
Module 10 should describe (where present):

• Relevant aspects of the company safety and quality policy
• The company hazard reporting/ occurrence reporting/ MEMS system
• The company occurrence/error investigation system / MEMS system
• The company disciplinary policy, and its interface with the MEMS system
• The company process for identifying and reporting errors and ambiguities with maintenance
data
• The company policy on working hours and fatigue, and a reminder of an individual's personal
responsibility to obtain adequate rest during time off.
• Company shift/task handover procedures
• Company feedback mechanisms (eg. a magazine or website)
• Details of the company health check system (eg. for night shift workers)/ eyesight testing
programme/ hearing testing programme
Ideally, Module 10 of the syllabus should take the form of a presentation by a senior manager within
the company, in order to demonstrate senior management support of these policies (although if such
support is not present, a presentation by a manager who is obviously not committed can be self
defeating). Module 10 may be covered entirely separately from the main initial MHF training
(although preferably after the main MHF training has taken place, so that staff better understand why
such policies and processes are necessary).
Module 10 should be given to both permanent and temporary staff very soon after joining the
company, ideally as part of induction training.
Human factors training in isolation is unlikely to be effective. The training should be just one part of
an overall human factors and error management programme. Module 10 is probably the most
important element of the human factors syllabus in that it shows staff how the organisation has put in
place the mechanisms to support them in applying the human factors practices and principles learned
in modules 1 to 9.
12. Initial and continuation training
AMC-145.A.30(e) refers to both initial and continuation training. Initial training and continuation
training may be quite different. Note:The AMC- has been written assuming everyone has already
undergone initial training, and it is only necessary to ensure that new personnel receive such training
(or that they have received it elsewhere to a standard which meets the needs of the company).
12.1 Initial training

The initial training may be generic, but not to such an extent that it is unrelated to the task of aircraft
maintenance (or component overhaul, or NDT, etc). However, the more closely it is related to the
work of the organisation, the more effective it is likely to be with resulting benefit to the organisation.
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Whilst a syllabus is provided in GM-145.A.30(e), organisations may adapt this to best fit their
particular needs. The JAA Maintenance Human Factors Working Group Report (Appendix A)
expands upon the syllabus and gives examples of subject matter that trainers might wish to call upon,
but should only be taken as guidance, there being many other sources of information available in
addition to this report. The TNA should provide a clear guide as to what level of training is
appropriate, for each group of staff, for each topic.
The recommended form of initial training is a formal training course, following a syllabus, although
recognising that the length and content of the course should be tailored to the size and type of
organisation, the nature of its business and individuals' jobs.
12.2 Duration of initial training

The recommended form of initial training is a formal training course, following a syllabus, although
recognising that the length and content of the course should be tailored to the size and type of
organisation, the nature of its business and individuals’ jobs. The duration should be determined by
the TNA. If an organisation elects not to carry out a TNA, it is advised that the course duration
should reflect best practice.
Experience3 indicates that 3 days is an optimistic estimate to cover the whole syllabus to an
adequate depth. Courses in existence range from 2 to 5 days. Less time may be needed for staff
who do not need to address all the syllabus items in detail, or where issues have already been
covered in other training courses. Longer may be needed for certain groups of staff, eg. human
factors programme managers, MEMS investigators, and human factors trainers. (One well-known
training programme developed as part of an EC sponsored project, for instance, trains trainers over
two staggered 1 week courses, with coursework and practical experience between the two weeks).
Additional training in facilitation skills is likely to be needed for human factors trainers.
Exercises and discussion during the training can lengthen the course but can be valuable to reinforce
learning points and generate discussion and debate. Human factors courses benefit very much from
facilitation and two-way exchange of information, rather than instruction and one-way exchange of
information.
It may be possible to have a short core course (eg. 2 days) covering key syllabus items relevant to
all staff, with additional modules (eg. fatigue and shiftwork) which can be pitched at an appropriate
level for particular groups of staff where relevant. The ICAO Human Factors Training Manual
suggests a duration of 2 days for human factors training, but it should be remembered that this is in
the context of a basic understanding of human factors and human performance and limitations based
upon Annex 1 standards, and not specifically expanded to include the practical application of human
factors in a work context, and the skills which may be required to be competent in human factors.
The more recently published ICAO "Human Factors in Aviation Maintenance Manual" (Doc 9824-
AN/450) suggests that between 15 and 30 hours will be needed for a course meeting the objectives
described in that document.
3
Feedback from the CAA/Air Safety Services International (ASSI) human factors course
(www.caa.co.uk/srg/intsd) indicates that 3 days is either just right, or not quite long enough.
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12.3 Continuation training
The AMC- states that "The purpose of continuation training is primarily to ensure that all staff remain
current in terms of human factors and also to collect feedback on human factors issues". In order to
be most cost effective, continuation training should concentrate upon those areas within the company
where problems and errors are occurring, and where human factors training is most necessary.
These may be identified from the quality system, occurrence reporting/ MEMS system, or other
mechanisms (see Chapter 10).
The continuation training itself may be used as an opportunity for two way feedback: (i) for the
trainers to hear what problems the staff are encountering with respect to human factors and safety,
and to pass these on to the quality department and senior management for appropriate action, and
(ii) for the staff to be advised of what problems are current, recent incidents from which they can
learn, any new safety initiatives, as well as refresher training on topical human factors areas.
Continuation training is an important means of keeping staff involved in the ongoing human factors
and error management programme. Without staff 'buy-in', such programmes are destined to fail.
Feedback to staff, based on issues they have raised during previous continuation, is important, and
helps with the 'buy-in' process.
Continuation training for human factors trainers, human factors programme managers and those staff
who may not be able to attend company continuation training sessions for some reason (such as
contract staff), may take the form of attendance at conferences, seminars and workshops on
maintenance human factors, where appropriate. However, it should be remembered that such
presentations, whilst useful for keeping up-to-date on human factors, are unlikely to address specific
company problems, so should be looked upon as additional, rather than alternatives, to in-house
company continuation training.
Continuation training may take place throughout the year in the form of a company safety magazine,
website or other mechanism for communication. However, this does not guarantee that staff will
read the information given to them, nor does it easily allow for two-way feedback, therefore an
occasion where staff can get together and discuss the issues, is recommended, in addition to on-
going feedback.
Continuation training should not take the form of repetition of syllabus items just for the sake of it -
the opportunity should be used to address real, topical issues which are of concern. These issues will
often be linked to technical issues, in which case the continuation training opportunity could be used
to address both human factors and technical problems. While there are still human factors problems
to be resolved and maintenance errors occurring, continuation training is key to maintaining staff
buy-in year on year.
12.4 Duration of continuation training

The duration and frequency of continuation training is whatever is appropriate to address the
objectives of (i) ensuring that all staff remain current in human factors, (ii) addressing topical issues
where training is required (particularly lessons learned from MEMS) and (iii) collecting feedback on
human factors issues from the workforce.
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In a large company, the minimum duration would probably be at least 1 day every 2 years, with
longer if necessary where human factors related problems are being experienced. This does not
mean to say that a 1 day course is necessary every 2 years - information fed back to staff during the
year, in the form of a staff magazine, for instance, could count as continuation training, as could
feedback from staff via hazard and occurrence reporting systems. However, a specific time set aside
for continuation training once a year ensures that time is made available for two-way feedback,
should it be needed. If everything is working well and continuous feedback throughout the year is
effective, specific annual continuation training may not be necessary, but an organisation would have
to be very certain that this was the case before dispensing with the formal biennial continuation
training opportunity.
12.5 Human factors training duration for smaller organisations (initial and
continuation)
For organisations not engaged directly in maintenance of commercially operated aircraft (or their
engines), in particular small companies, the nature and duration of human factors training may be
significantly reduced, and that which takes place concentrated mainly upon tasks, work and activities
which are likely to have safety implication. For example, a company maintaining aircraft seats would
not be expected to put its staff through a 3 day human factors course - a short introduction to human
factors, plus module 10 would probably suffice for initial training, and continuation training would
cover problems which might have arisen (if any) within the company, with respect to human factors.
If it is reasonably certain that no problems exist, human factors continuation training might not be
necessary.
Ultimately, the duration of both initial and continuation training should be determined by the TNA.
Whilst in practice key factors affecting the duration of training tend to be the cost and whether staff
can be released, companies should endeavour to make staff available for whatever time is
necessary, determined by the TNA, if training is to be effective in meeting its aims and objectives.
13. Who should provide the training?
Good instructors are crucial to effective human factors training, especially where the emphasis is
upon attitude change. Whilst the skills required to impart knowledge are fairly common across most
subjects, whether technical or more esoteric, the skills to influence people's attitudes and behaviours
are different, and are key to successful human factors training.
It is essential that the human factors trainer (or facilitator) believes in what they are teaching, and has
enough credibility, enthusiasm and knowledge to pass on this belief to his students. A good human
factors trainer should be able to positively influence his trainees’ safety behaviour, which, ultimately,
should reflect positively upon the organisation’s safety culture, and even its commercial profitability.
The JAA MHFWG report (appendix A) recommends certain criteria for instructors providing
human factors training to meet the Part-145.A.30(e) requirement, namely that the instructor:
• has attended an acceptable Human Factors training course that covers the 145 training
syllabus
• has received additional instruction in training and facilitation techniques
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• has worked for at least 3 years for4 a maintenance organisation5.
13.1 Training the trainer courses

An "acceptable" course is one that provides the trainer with the depth of knowledge, and supporting
material, to enable him/her to teach the factual elements of human factors, but also addresses how
the various syllabus elements should be taught, and how they might relate to practical work contexts.
A course that concentrates purely on the theoretical aspects of human factors would not be
acceptable. It is also recommended that the person within the organisation doing the TNA and/or
making key decisions regarding the training (such as whether to do it in-house, or to contract out)
attend such a course, so that they are making the decisions on an informed basis.
Whilst training/facilitation skills are important, it is not necessarily vital to attend a course to acquire
these techniques. What is more important is to have an appropriate feedback system, and
occasional quality audits, to ensure that the instructor's training/facilitation techniques are achieving
the desired results. This applies to all forms of instruction, but is particularly vital in the case of
human factors facilitation, where two-way interaction is more important. Some guidelines in
facilitation techniques are included in Appendix V.
The third recommendation from the JAA MHFWG report arose because it was felt that it was more
important to have someone teaching the subject who was aware of the practicalities of the job, and
who would be able to call upon his/her own experience (particularly errors) to illustrate points. This
experience was felt to be more important than formal qualifications in human factors or training skills
(although ideal if an instructor could combine experience and skills in all three areas). Ideally, the
instructor should have several years experience in aviation maintenance (or work application area of
the engineers and tecnicians they will be teaching). Whilst being a Licensed Aircraft Engineer is not a
prerequisite, it is felt that it would be valuable. Companies should consider seeking enthusiastic
volunteers from among the workforce, to teach human factors - ideally someone who is respected
by his/her colleagues, although not someone who is afraid to admit their own fallibility!
If those training human factors are part-time engineers- part-time trainers, this will probably ensure
that they are up-to-date with everyday problems; if those teaching human factors are full-time
trainers, it would be beneficial for them to keep up-to-date with maintenance tasks and problems by
visiting the workplace frequently, and learning from their 'students' at every opportunity. This also
helps maintain credibility, which is vitally important to a human factors trainer.
13.2 Training MEMS investigators

Training of MEMS investigators is not covered in this chapter, but it may be worth considering
whether similar skills are needed for both human factors training and MEMS incident investigations,
and merge the two roles (and their training). Careful thought should be given to the advantages and
disadvantages of doing this, however, especially in terms of protecting the confidentiality of the
MEMS scheme. It is possible that, if the roles were to be combined, the human factors trainer might
inadvertently use details from an incident he has investigated, to illustrate a point in training, and
unwittingly compromise the confidentiality of the scheme. In addition, a MEMS investigator needs to
4
CAP 716 interprets "working for a maintenance organisation" as "within the aviation industry, where a good
knowledge of maintenance (or subject area being trained) has been obtained".
5
The JAA MHFWG report distinguishes between initial and recurrent training; CAP 716 does not make this
distinction, considering the criteria applicable to both contexts.
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be available to investigate an incident at short notice, which may clash with scheduled human factors
courses.
13.3 External trainers

Human factors training may be provided by either a trainer employed by the organisation or by
trainer(s) outside the organisation, although training is likely to be most effective if it is tailored to the
specific needs and problems of one’s own organisation and the instructor is someone familiar with
the needs and problems of that organisation.
In cases where organisations cannot provide their own in-house training, it is acceptable to contract
out as long as the main trainer has a good background in aviation maintenance, and meet the criteria
mentioned earlier. It is not enough simply to present a set of slides on the syllabus topics without
having adequate knowledge to illustrate points using practical examples, or to answer questions. The
quality of the trainer is key to the success of human factors training, remembering that Part-
145.A.30(e) human factors training is more about changing attitudes and less about imparting
knowledge.
Organisations should be wary of inappropriate adaptations of Crew Resource Management (CRM)

training being offered as a means to comply with the Part-145.A.30(e) human factors training
requirement. Whilst some of the principles may be common to flight operations and maintenance,
such courses would need to be specifically tailored to maintenance in order to be applicable. If the
course is to be delivered by a CRM instructor (CRMI), it is strongly recommended that this
instructor team up with a maintenance engineer so that the latter can assist where practical examples
are required to illustrate points.
13.4 Accreditation of human factors trainers

At the time of writing this document, no formal accreditation existed for maintenance human factors
instructors, nor do other accreditations (whether CRMI, or Part-147 for individuals, courses or
training schools/organisations) apply to Part-145.A.30(e). Organisations are encouraged to train
their human factors trainers to an appropriate standard to meet the training needs of the company,
or, if contracting out, to seek an instructor and course appropriate to their needs. the best way of
doing this is by recommendation, bearing in mind that there is no 'one size fits all' solution, and that
what might be appropriate for one company may not be appropriate for another.
13.5 Cost effective training

It may be possible for organisations to meet the letter, but not the intent, of the human factors
training requirement by placing their staff on the shortest, cheapest course available. However,
organisations are strongly encouraged to investigate the intrinsic quality of the training courses and
trainers, and not necessarily to judge by cost, duration or course content. There is evidence to
suggest that good quality human factors training makes commercial sense, as well as safety sense.
Several studies have been carried out in the USA on Return on Investment (ROI) of human factors
training. The reader is referred to the ROI studies, on http://hfskyway.faa.gov.
If an organisation is looking for the cheapest way of meeting the requirement, it should first consider
the following points:
• Not all human factors courses are the same - they will differ in terms of quality and
applicability
• Has the company considered the benefits of the training, as well as the costs?
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• Is the management deliberately seeking a course that addresses human factors only
superficially, because they do not want the behaviour of their workforce changed? In which
case, might they be condoning unsafe practices?
• Is the choice of course dictated by what the company thinks will most likely meet the
requirement? Have they talked to their CAA surveyor about the options?
• Has the person making the decision done so on an informed basis? - or are they allowing
their own preconceptions about human factors to influence their judgement? - consider the
benefits of that person attending a human factors course prior to making a decision concerning
the company human factors training.
• Does the course adequately address Module 10 of the syllabus?. If not, how will Module 10
be covered?
Organisations are encouraged to seek recommendations from other similar companies which have
undergone human factors training, before making a decision. They are also reminded of the long
term benefits of training one of their own staff to teach human factors, and to retain and develop this
expertise in-house for continuation training purposes. If contracting out, a good quality course
meeting the needs of the organisation, based on the company TNA, is what is recommended.
14. Human factors training for contract staff
The guidance in this chapter applies equally to contract staff as well as permanently employed staff,
but there were, at the time of writing issue 2 to CAP 716, still some unresolved questions as to the
practicalities of how human factors training for contract staff would be effectively achieved and
checked. The responsibility is ultimately upon the employing organisation to ensure that "all
maintenance...personnel should be assessed for the need to receive initial human factors training, but
in any case all maintenance...personnel should receive human factors continuation training" (AMC-
145.A.30(e)5).
In addition, the requirement states that "temporary staff [including contractors] may need to be
trained shortly after joining the organisation to cope with the duration of employment" (AMC-
145.A.30(e)6). This was specifically included in the requirement in order to avert the situation
whereby employers and contract staff might be tempted to avoid human factors training by keeping
durations of employment under 6 months. This puts more pressure upon contract staff to have
received initial human factors training in modules 1-9 before joining an organisation. If a contractor
has attended an HF course which is reasonably comprehensive, there is a greater likelihood that the
employing organisation will accept this training as meeting AMC-145.A.30(e). This will minimise the
need to repeat training. Employing organisations should then ensure that module 10 training, covering
the more individual company aspects, is given to contract staff at an early stage, ideally as part of
induction training.
Continuation training for contract staff is more difficult, but it is anticipated that employing
organisations will be willing to include contract staff, particularly those who are to be authorised to
certify for work, when they run such training. This would serve the interest of organisations that use
contract staff by ensuring that available staff remain current.
The CAA has implemented and promotes the use of an aircraft maintenance engineers' logbook.
This is recommended as suitable mechanism to record human factors training received, along with
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other training and experience (Part-145 and/or Part-66), although it will still be up to employing
organisations to determine whether this training meets their particular needs.
15. Further guidance
The appendices provide much information which may be of use to human factors trainers and those
involved in making decisions within each organisation as to how best to meet the Part-145
requirements concerning human factors and error management programmes and human factors
training. In particular, the books, videos, websites and other sources of information described in
Appendix Z should be of interest, as should the various conferences, seminars, workshops,
roadshows and presentations which take place both in the UK and elsewhere, on maintenance
human factors.
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Appendix A JAA Maintenance Human Factors Working
Group Report - extract on training only
The text in Appendix A is a direct copy of the JAA Maintenance Human Factors Working Group
(MHFWG) report, 8 May 2001, as published on the JAA website.
3.2 Training issues

3.2 1 General
The Working Group considers that the development of human factors related skills, knowledge
and attitudes in the maintenance organisation should be achieved through the training of all
concerned maintenance personnel on the subject.
The Working Group proposes to add new JAR and AMC paragraphs on Human factors
training. These paragraphs would identify the maintenance staff concerned and would address
the need for both initial and continuation training.
3.2.2. Personnel to be trained
The Working Group proposes that all personnel whose error or poor decision could affect
safety or compliance with JAR 145. More specifically, the Working Group identified personnel
in the following functions:
-Post-holders, managers, supervisors
-Certifying staff, technicians, and mechanics
-Planners, engineers,
-Quality control/assurance staff
-Specialised services staff
-Human factors staff/ Human factors trainers
-Store department staff, Purchasing dept. staff
-Ground equipment operators
-Contract staff in the above categories
3.2.3 Initial training
The Working Group developed a syllabus on Maintenance Human Factors training to be
included in an Appendix to JAR 145
Contrarily to JAR 66 Appendix 1, this syllabus does not include knowledge level requirements
(see Attachment 6). The intent is at a first stage to give the maintenance organisation the
flexibility to adapt the training syllabus to the size and work scope of the organisation.
The Working Group also developed more detailed information on Human Factors training. The
intent of this material is to provide additional support to those organisations that will develop
training courses. This guidance material identifies training objectives in term of skill, knowledge
and attitude, and includes examples and references on subjects to be taught. This draft guidance
material is included in Attachment 7.
3.2.4 Continuation training
The Working Group considers that the implementation of Maintenance Human Factors
principles in an organisation can only be successful if concerned personnel are regularly fed
back and retrained on the issue. The experience shows that an initial human factor training
without continuation training proves inefficient after a few years. The Working Group therefore
proposes that continuation training on Human Factors be performed every 2 years and include a
feedback element on Human Factors issues identified in the organisation.
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3.2.5 Training Syllabus of JAR 66 Module 9
JAR 66 already includes a requirement to demonstrate knowledge of Human Factors elements,
which included in Module 9 of the syllabus. This applies to certifying staff only and is not a
requirement for training: it is only tested by means of examination.
However the Working Group’s experience is that an appreciation of human factors can only be
obtained by training, ideally within the context of the organisation within which the people work.
Furthermore an examination only cannot really assess certain aspects such like “skill” and above
all “attitude”, which are 2 training objectives identified in the draft guidance material (see
attachment 7): training is the way forward.
The Working Group understands that it is not the intention of either JAR 66 or JAR 145 to have
unnecessary overlap in terms of human factors training, therefore it explored various possibilities
to ensure the consistency between JAR 145 Human Factors training and JAR 66 Human
Factors examination.
In the information material (see attachment 7), the Working Group proposes the solution of
cross credits –under specific conditions- between JAR 145 training and JAR 66 examination on
Human Factors.
Another possibility would be, if the Working Group proposed rule changes are adopted, to take
Human Factors out of JAR 66, because the Working Group proposal would in practice
supersede the JAR 66 requirement (the WG proposal includes all functions of maintenance
personnel and is deemed to address the issue at a higher level)
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Attachment 6 - Syllabus for Initial Maintenance Human Factors Training
General / Introduction to human factors Procedures, Information, Tools and

Need to address Human Factors Practices
Statistics Visual Inspection
Incidents Work logging and recording
Procedure – practice / mismatch / Norms
Safety Culture / Organisational factors Technical documentation – access and quality
Human Error
Error models and theories Communication
Types of errors in maintenance tasks Shift / Task Handover
Violations Dissemination of information
Implications of errors Cultural differences
Avoiding and managing errors
Human Reliability Teamwork
Responsibility
Human Performance & Limitations Management, supervision and leadership
Vision Decision making
Hearing
Information-Processing Professionalism and integrity
Attention and Perception Keeping up to date; currency
Situational awareness Error provoking behaviour
Memory Assertiveness
Claustrophobia and physical access
Motivation Organisation’s HF Program
Fitness/Health Reporting errors
Stress Disciplinary policy
Workload management Error investigation
Fatigue Action to address problems
Alcohol, medication, drugs Feedback
Physical work
Repetitive tasks / complacency
Environment
Peer pressure
Stressors
Time pressure and deadlines
Workload
Shift Work
Noise and fumes
Illumination
Climate and temperature
Motion and vibration
Complex systems
Hazards in the workplace
Lack of manpower
Distractions and interruptions
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Attachment 7 Detailed Guidance on Human Factors Training
1. Introduction
1.1 The JAA Maintenance Human Factors Working Group proposed to include in JAR 145 a
Human Factors training syllabus intended for all maintenance organisations. This syllabus was left
intentionally very general in order to provide the necessary flexibility to the maintenance organisation
to adapt it to its own size and scope of work. Furthermore it was considered that training on human
factors being a new subject for the biggest part of the maintenance industry, experience should be
first gained on the issue before making a prescriptive requirement. On the other end, it is
acknowledged that additional guidance is certainly needed to develop an effective maintenance
human factors training programme. This document includes such a guidance, but it is recommended
to use it with the necessary flexibility during the first years of implementation of the requirement. This
means that deviation from this guidance material should be accepted if appropriate justifications (size,
scope of the organisation, etc..) are provided.
1.2 JAR 66 already includes a requirement for examination on Human Factors for applicant to a
JAR 66 Aircraft Maintenance Licence (AML). It should be noted that while JAR 66 does not
include any training requirement but only examination requirement on Maintenance Human Factors,
those applicant to a JAR 66 AML trained by a JAR 147 approved training organisation would have
undergo a training course on Maintenance Human Factors. This document includes a proposal on
possible credits against JAR 145 Human Factors training that could be granted to JAR 66 AML
holder. The Working Group proposes that examination credits against JAR 66 Appendix 1 Module
9 be granted to those applicant already trained on Maintenance Human Factors in accordance with
this Guidance Material.
1.3 Finally this document provides additional guidance on which categories of maintenance
personnel should undergo Human Factors training, training methods, training duration and
requirements for trainers
2. Aim and objectives of Maintenance Human Factors training
2.1 The aim of Human Factors training is to increase safety, quality and efficiency in aircraft
maintenance operations by reducing human error and its impact in maintenance activities.
This is obtained through the integration of appropriate categories of maintenance personnel’s
technical knowledge and skills with basic human factors knowledge and skills and promotion of a
positive attitude towards safety.
2.2 The objectives of Human Factors training are:

• To enhance maintenance personnel’s’ awareness of individual and organisational human factors
issues, both positive and negative, that may affect airworthiness.
• To develop human factors skills (such as communication, effective teamwork, task management,
situational awareness, writing of procedures) as appropriate to the job, in order to make a
positive impact on the safety and efficiency of maintenance operations.
• To encourage a positive attitude towards safety, and to discourage unsafe behaviour and
practices.
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3. Categories of staff to be trained on Maintenance Human Factors.
3.1 Categories of staff to be trained on Maintenance Human Factors include all personnel of a
JAR 145 approved maintenance organisation whose work has a direct or indirect affect on the safety
of the aircraft or compliance with JAR 145; this means, but not exclusively, the following categories
of personnel:
(a) Post-holders, managers, supervisors
(b) Certifying staff, technicians, and mechanics.
(c) Planners, engineers,
(d) Quality control/assurance staff
(e) Specialised services staff
(f) Human factors staff/ Human factors trainers
(g) Store department staff, Purchasing dept. staff
(h) Ground equipment operators
(i) Contract staff in the above categories
4. Duration of training
4.1 The duration of training will vary depending on the category of personnel involved, for
example a typical training course duration would range from 1 day for managers and up to 2-3 days
for certifying staff.
4.2 Although training courses may be tailored for certain categories of personnel, consideration
should also be given to the benefits of having combination of personnel from different functional
groups during training sessions.
5. Continuation training
Continuation training may take the form of a dedicated course or, alternatively, may be integrated
into other training or company processes.
The aim of the continuation training is to:

(a) Refresh those topics of the Human Factors Training Syllabus that are most significant for the
organisation;
(b) Further develop skills (communication, team work, task management, situational awareness, etc)
as appropriate to the job;
(c) Make staff aware of human factors issues identified from internal or external analysis of
incidents/ occurrences, including instances where staff failed to follow procedures and the
reasons why particular procedures are not always followed, reinforcement of the need to follow
procedures and the need to ensure that incomplete or incorrect procedures are identified to the
company in order that they can be corrected. This does not preclude the possible need to carry
out a quality audit of such procedures.
6. Requirements for trainers.
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6.1 Human Factors training shall be conducted by at least one Human Factors trainer nominated
by the Approved Maintenance Organisation, who may be assisted by experts in order to address
specific areas. Trainers should meet the following requirements:
(a) Have attended an acceptable Human Factors training course that covers the JAR 145 initial
training syllabus,
(b) Have received additional instruction in training and facilitation techniques,
(c) Have worked for at least 3 years for a maintenance organisation, in the case of continuation
training.
6.2 Training could be provided by either a trainer employed by the organisation or by trainers
outside the organisation, although training is likely to be most effective if it is tailored to the specific
needs and problems of one’s own organisation and the instructor is someone familiar with the needs
and problems of that organisation.
7. Training methods
7.1 Consideration should be given to the use of different training methods and tools including
classroom training, group discussions, accident/ incident analysis, case studies from one’s own
organisation, video, role-play exercises, teamwork exercises etc
8. Training credits
8.1 A requirement already exists within JAR 66 to demonstrate knowledge of the elements
included within the Module 9 (human factors) syllabus. This is tested by means of examination.
8.1.1 The concern is that the emphasis within JAR 66 Module 9 will be upon those aspects of
human factors which can be examined, rather than upon the organisational and safety culture aspects
of human factors which are more important to safety in a maintenance organisation.
8.1.2 Accordingly it is considered that an appreciation of human factors can only be obtained by
training, ideally within the context of the organisation within which the people work.
8.1.3 It is not the intention of either JAR 66 or JAR 145 to have unnecessary overlap in terms of
human factors training, therefore ‘credits’ should offered whereby:
(a) personnel having been certified under a JAR66 license incorporating Module 9 (human
factors) only after having received human factors training within a JAR147 organisation, are
exempted from those modules common to the JAR66 module 9 syllabus and the JAR145
Human Factors training syllabus.
(b) personnel having been certified under a JAR66 license incorporating Module 9 (human
factors) who have not received human factors training within a JAR147 organisation, are
required to complete JAR 145 initial human factors training, without any exemptions.
(c) personnel having completed a JAR 145 human factors course meeting the criteria of this
Guidance Material, are exempted from the JAR 66 Module 9 examination.
(d) personnel having completed a human factors course below the criteria of this Guidance
Material, are not exempted from the JAR 66 Module 9 examination.
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9. Training Syllabus for Human Factors
9.1 Introduction
9.1.1 Taking into consideration the general training objectives, the Training Syllabus table identifies
the topics and subtopics to be addressed during the Human Factors training (Appendix T, column 2
& 3).
9.1.2 For each training topic specific objectives are defined (Appendix T, column 4). These
objectives are specified in term of knowledge (to know), skills (how to do), attitude (how to be)
according to the principle that effective Human Factors training, besides improving the knowledge of
the trainees, should foster behavioural skill developments and attitude changes:
a) Knowledge objectives (K), knowledge and understanding of factual information that should be
acquired during the training;
b) Skill objectives (S), development of skills which may be applied in the workplace, eg., problem
solving, decision making, communication, team-work, stress coping strategies, workload
management.
c) Attitude objectives (A), development, change or re-inforcement of a safety conscious attitude,
eg., following procedures, using reference data rather than relying upon memory, checking work
rather than assuming that it has been done properly, resisting pressure to cut corners when under
time constraints, etc.
9.1.3 The last column (Appendix T, column 5) gives examples related to the objectives which
organisations may wish to incorporate in their human factors training.
9.1.4 The Training syllabus refers to Initial Human Factors training .For continuation training,
Topics and related Objectives can be selected taking into consideration the criteria given in the
AMC.
9.1.5 The maintenance organisation may combine, divide, change the order of any subject of the
syllabus to suit its own needs, so long as all subjects are covered to a level of detail appropriate to
the organisation and its personnel.
9.1.6 Some of the topics may be covered in separate training (health and safety, management,
supervisory skills, etc.) in which case duplication of training is not necessary.
9.1.7 Where possible, practical illustrations and examples should be used, especially accident and
incident reports
9.1.8 Topics should be related to existing legislation, where relevant (JAA/NAA/EU)
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9.1.9 Topics should be related to existing guidance/ advisory material, where relevant (eg. ICAO
HF Digests and Training Manual, UKCAA AWN47)
9.1.10 Topics should be related to maintenance engineering where possible; too much unrelated
theory should be avoided.
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Attachment 7 cont'd. Detailed Guidance on Human Factors Training
No. Topic Subtopic Objectives for initial Training

Examples for initial training Contents
1 General / K: Achieve a basic • See ICAO HF Digests, including
Introduction understanding of the meaning ICAO circular 253
to human of the term “human factors” • Definition(s) of human factors
factors K: Recognize the contribution • ICAO SHELL model
of human factors to aviation • ”Dirty dozen” as a concept.
accidents • Well-known accidents where
K: Understand the goal of maintenance human factors has been
human factors training the cause
• Company incidents where HF has
been the cause
1.1 Need to address A: Appreciate the need to • The statistic that 80% of accidents are
Human Factors understand and address due to human error
human factors • US statistics which indicate that 50%
of recent accidents have featured
maintenance HF problems
• Human factors within the control of
the individual, and those which are
not.
1.2 Statistics K: Become reasonably familiar • See ICAO Circular 253
with some of the well-known • Boeing, Pratt & Whitney in-flight
incidents and studies of shut-down causes,
incident data, where human Reason/Continental - 89-91, UKCAA
factors have contributed. 1992, etc.
Understand why these
incidents occurred
1.3 Incidents • See ICAO Circular 253
• Accidents and incidents where
maintenance human factors has been
the cause:
• Aloha, 1988
• BAC1-11 windscreen, 1990
• A320 locked spoiler, 1993
• B737-400 oil loss, 1995
• B747 engine drop, Narita, 1994
• NTSB accident reports as referenced
on the hfskyway website
2 Safety Culture K: Achieve a good • Definition of “culture” and “safety
/ understanding of the concept culture”
Organisational of “safety culture” • Reason, J: The elements of a good
factors K: Understand what is meant safety culture:
by the “organisational • ·Commitment from senior level
aspects” of human factors • ·A just culture
A: Appreciate the vital • ·A good error reporting scheme
importance of a good safety • ·An effective Maintenance Error
culture,. Management Scheme (MEMS)
K: Identify the elements of a • ·Flexibility
good safety culture • ·Training investment
• ·Willingness to learn and to change if
necessary
• ·Respect for the workforce
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No. Topic Subtopic Objectives for initial Training Examples for initial training Contents
3 Human Error K: Appreciate that human • Definition of human error
error cannot be totally • Types of errors in maintenance
eliminated; it must be engineering - Accidents and incidents
controlled to illustrate.
K: Understand the different • Causes of errors
types of errors, their • How to reduce errors and mitigate
implications, avoiding and their consequences
managing error
K: Recognize where the
individual is most prone to
error,
A: Guard against error
3.1 Error models and K: Achieve a reasonable • A reasonable practical knowledge of
theories practical knowledge of the the main error models (SRK, GEMS,
main error models and Reason’s slips, lapses, mistakes &
theories violations), and how this knowledge
can help in a practical context (eg.
investigation of incidents)
3.2 Types of errors in K: Understand the main error • Types of errors which have
maintenance tasks types (eg. slips, lapses, contributed to accidents and
mistakes) and how these incidents in the past. Well-known
differ from violations analysis studies, eg. Boeing, Pratt &
Whitney in-flight shut-down causes,
Reason/Continental - 89-91, UKCAA
1992, etc.
• Types of errors in maintenance
engineering - Accidents and incidents
to illustrate.
• Causes of errors
• MEDA categories
3.3 Violations K: Understand the different • Types of violations (J Reason)
types and causes of • The different types of violations, eg.
violations routine, situational, optimising.
A: Avoid violating • Violation provoking situations,
procedures and rules eg.poor procedures which do not
A: Strive towards eliminating reflect best practice, inadequate time
situations which may provoke to do the job, inadequate manpower,
violations etc
3.4 Implications of K: Achieve a good • Accidents, incidents, learning
errors understanding of well-known opportunities; errors detected/ not
incidents in terms of errors detected
leading to the incidents • Accidents, incidents, learning
A: Appeciate that it is not opportunities; errors detected/ not
errors themselves which are detected
the problem, but their • What could have happened...
consequences if undetected
or uncorrected
3.5 Avoiding and K: Understand the different • Error management = error containment
managing errors ways of reducing errors and + error reduction.
mitigating their consequences • Error management techniques
• Practical methods for error reduction
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3.6 Human Reliability K: Basic understanding of the • Concepts of human reliability
main human reliability • Human Reliability Techniques, eg.
concepts, and how thes e HAZOP, MORT, HTA, THERP, etc. ·
relate to risk assessment • Quantitative and qualitative
Note: this may only be techniques
applicable to managers • Human reliability in the context of risk
assessment
4 Human K: Recognize the effect of • Many texts have been written on

Performance physical limitations and human performance & limitations for
& Limitations environmental factors on pilots - some of this material will also
human performance be relevant for maintenance personnel
A: Appreciate that humans
are fallible
K. Achieve basic knowledge
of when and where humans
are vulnerable to error
A: Recognize where self or
others suffer, and ensure this
does not jeopardize personal
or aviation safety
4.1 Vision K: Understand how vision, • Practical guidance on vision

and visual limitations, affects standards associated with jobs/ tasks
your job (eg. avionics, driving on airports,
A: Recognise the need to close visual inspection, etc), and in
have adequate (corrected) certain conditions (eg. low light
vision for the task and conditions)
circumstances
4.2 Hearing K: Be aware of the health and • Practical guidance on the dangers of
safety best practice regarding exposure to loud noise, and its effect
noise and hearing on hearing, both temporary and
A: Appreciate that hearing is permanent
not necessarily
understanding
4.3 Information- K: Obtain a basic familiarity • An overview of the information
Processing with the key terms used to process – perception, attention,
describe information memory
processing (ie. perception,
attention, memory)
4.4 Attention and K: Achieve a basic • Models and theories of attention;
Perception understanding of the meaning single channel theory, cocktail party
of attention and perception effect, etc.
• Expectation - dangers of “seeing
what you want to see” & “hearing
what you want to hear”
• Boredom and attention
4.5 Situational K: Understand the dimension • Concept of situational awareness in a
awareness of situational awareness maintenance engineering context.
S: Develop ways of improving • Stages of situational awareness
situational awareness “Perception, understanding of the
significance of what you see;
determination of future implications.”
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4.6 Memory K: Achieve a basic • The fallibility of human memory -
understanding of the different sensory, short term, working, long-
types of memory (sensory, term.
short term, working, long- • Accidents and incidents where
term) and how these may individuals have relied upon memory,
affect you at work. rather than consulting written
A: Appreciate that memory is information.
fallible and should not be
relied upon.
4.7 Claustrophobia A: Appreciate that • Concepts of claustrophobia & fear of
and physical claustrophobia, fear of heights
access heights, etc., may affect the • Difficult physical access and awkward
performance of some working positions - what can be done
individuals. to help (eg. Boeing work, design for
better access, etc.)
4.8 Motivation K: Understand what • Main theories of motivation, eg.
motivates people and what Maslow, Herzberg
de-motivates people, in a • Accidents/ incidents where someone
maintenance engineering has failed to apply correct procedures,
context but with good intentions
A: Appreciate the need to • Misdirected motivation - the desire to
avoid misdirected motivation cut corners in order to get things
done
4.9 Fitness/Health A: Develop willingness to • How can illness, poor health, poor
admit when feeling unwell, fitness adversely affect work
and taking steps to ensure performance and affect safety.
this does not affect safety • Practical guidance as to what an
individual can do if feeling unwell, eg.
ask to swap to a less demanding task,
ask a colleague to check performance,
take medication (but be aware of its
effects), stay at home, etc
4.10 Stress K: Recognize the basic • The difference between stress and
concepts and symptoms of stressors
stress • Effects of stress on human
S: Develop different performance; individual differences
techniques and positive • Concepts of arousal; Yerkes-Dodson
attitudes to cope with stress curve; one person’s -ve stress is
another person’s +ve stress
• Signs of stress
• Reactions to stress - denial, dealing
with minor tasks instead, deferring,
etc
4.11 Workload K: Recognise the need to • Accidents or incidents illustrating the
management manage workload consequences of poorly managed
S: Develop methods to workload
manage workload
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4.12 Fatigue K: Understand how fatigue • Concepts of sleep, fatigue and
can affect your performance, circadian rhythms
especially during shiftwork or • Effects on performance of sleep
when working long hours deprivation, interrupted sleep,
S: Develop ways of managing inadequate REM sleep, poor
fatigue placement of sleep, etc.
A: Develop a personal • Equating fatigue to alcohol intake
integrity not to work on (see work by Drew Dawson)
safety critical tasks when • Incidents where fatigue has been
unduly fatigued cited as a factor, eg. CHIRP reports
4.13 Alcohol, A: Appreciate that alcohol, • Guidance on the effects on

medication, drugs drugs and medication can performance, after taking alcohol,
affect your performance medication or illicit drugs (see
UKCAA AWN47)
4.14 Physical work K: Understand the effects of
sustained physical work on
overall performance,
especially cognitive
performance, in a maintenance
engineering environment
4.15 Repetitive tasks / K: Be aware of examples of • Types of repetitive tasks where
complacency incidents where repetitive complacency might be a factor;
tasks and complacency have possible reasons; how to avoid it (eg.
been a factor by having breaks, by increased
S: Develop ways of avoiding probability of detecting a problem, by
complacency training, by selection, etc)
• Accidents and incidents involving
repetitive tasks (eg, visual inspection
of rivets)
• Techniques of developing to deal
with complacency
5 Environment K: Achieve a basic • Introduction to how the physical and
appreciation of how the social environment can affect work
physical and social performance, & personal and aviation
environment can affect on safety.
human performance • Examples of accidents/ incidents
where the environment was a factor
(eg. Narita 747 engine drop)
5.1 Peer pressure A: Appreciate the • Concepts of peer pressure and

· importance of conformity; concept of norms
sticking to the rules, Examples of accident/ incidents where a
procedures and documents bad norm was a factor, e.g.
even if others aren’t (i)Unwillingness to use written
· importance of information because it is seen as a
personal integrity lack of technical knowledge, (ii) Lack
· importance of of individual confidence, (iii) Not
avoiding placing peer following safe operation procedures
pressure on others because others don’t follow them
S: Develop assertive
behaviour appropriate to the
job
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5.2 Stressors K: Achieve a basic • What types of environmental
understanding of the stressors are there
concepts of stress and • Causes of stress; work, domestic,
stressors, as related to the environmental, etc
work environment
5.3 Time pressure and K: Recognise the dangers of • Accidents/ incidents where time
deadlines · cutting corners pressures have been a factor, eg.
· applying BAC1-11 windscreen accident in 1990.
inappropriate deadlines • Recognition that commercial pressure
· self-imposed, exists in some areas. Stress the
supervisor and management importance of not letting this interfere
time pressures with the job, or doing things properly.
S: develop assertive
behaviour appropriate to the
job
5.4 Workload K: Understand the basic • What constitutes workload;

contributors to workload relationship between workload and
S: Develop planning and stress; relationship between workload
organising skills. and arousal; overload and underload
• Causes of high workload (eg.
unrealistic deadlines, undermanning)
and how these might be dealt with
5.5 Shift Work K: Understand the basic • Circadian rhythms, sleep and
concept of circadian rhythms shiftwork - relationships and effects
as this relates to shiftwork. on performance.
K: Be familiar with best • Circadian ‘dips’, and how to combat
practice regarding working them
hours and shift patterns • Shift patterns - pros and cons
S: Develop strategies to • Research concerning shiftwork and
manage shiftwork. shift patterns
• Good practices for shiftworkers -
guidance concerning sleep, meals, etc.
• EU Working Time Directive, and how
it affects maintenance staff &
shiftworkers
5.6 Noise and fumes K: Be aware of the health and • General effects of noise on
safety guidance concerning performance (the issue is complex; do
noise and fumes not go into too much detail)
• Effect of noise on hearing - temporary
or permanent damage
• How to reduce noise (eg. noise
insulation) and how protect hearing
against noise (eg. ear muffs)
• Effects of fumes on performance
5.7 Illumination K: Be aware of the effects of • Guidance as to what illuminations are
lighting upon performance, appropriate for various tasks
especially visual performance
5.8 Climate and K: Be aware of the effects of • Effects of extremes in temperature and
temperature climate and temperature upon humidity upon performance; practical
performance guidance as to what can be done to
help, where such extremes are
unavoidable
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5.9 Motion and K: Be aware of the health and • Examples where motion and vibration
vibration safety guidance concerning affect performance e.g. engine ground
motion and vibration running, riveting, use of moving
platforms.
5.10 Complex systems A: Be aware of the • Examples that steps in procedures
implications of your actions which may not seem particularly
upon other parts of the important, may have implications
system elsewhere in the system of which you
are not aware.
5.11 Hazards in the • Overlap areas between Health and
workplace Safety principles and National
legislation, and Human Factors.
K: Be aware of the health and • The need to remain calm and collected
safety guidance concerning in a difficult situation. Examples may
hazards in the workplace include engine fires, surges during
ground runs, personal injury or
danger when operating aircraft
systems.
5.12 Lack of manpower K: Understand how take into • Accidents and incidents where lack of
consideration the available manpower was a contributing factor.
manpower when • Importance of reviewing the manhour
(i) scheduling/planning work. plan
(ii) performing a task
Note: this topic may not be
applicable for all staff
5.13 Distractions and S: Develop ways of managing • Recognition that distractions and
interruptions distractions and interruptions interruptions will always exist
• Stress the importance of recording
work as you do it, just in case you are
interrupted.
• Go a few steps backwards in a
checklist after returning to a job
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6 Procedures, A: Appreciate the importance • Identify the dangers of people cutting
Information, of having available the corners if tools are not available,
Tools and appropriate tools and procedures are difficult to use,
Practices procedures information difficult to access, etc
A: Appreciate the importance • Stress that perceived short-term
of following the procedures benefits are usually outweighed by
and using the appropriate actual long-term dis -benefits.
tools. • Formal practices vs ‘custom and
A: Appreciate the importance practice’ - stress that the two should
of checking work before be the same
signing it off • Accidents/ incidents where problems
A: Appreciate the need of have occurred due to unavailability of
reporting irregularities in information, poor procedures, lack of
procedures or documentation. appropriate tools, etc.
• Keeping maintenance information up
to date:
• Looking for updates, rather than
assuming all changes have been
incorporated into one source
• Notifying the appropriate person/
department of any inaccuracies/
ambiguities in maintenance
information
• Sign-Offs:
• The responsibilties for sign-offs
• Accidents/ incidents where work was
signed off without being properly
checked
• Principles of good planning; the
importance of good communication
and feedback between planners and
‘front-line’ maintenance staff.
6.1 Visual Inspection K: Understand the factors • Definition; differences between visual
that affect visual inspections. inspection and NDI/NDT, and human
S: Develop skills to improve factors implications - awareness
visual inspections. • Vision requirements for NDI -
overview
• What is meant by type 1 errors and
type 2 errors
• Accidents and incidents caused by
poor visual inspection - eg Aloha
Airlines
• Factors affecting visual inspection,
eg. age, vision standard, lighting,
torch beam, task repetitiveness &
monotony, task breaks, probability of
detecting a fault, attitude, training,
visual search pattern, etc.
6.2 Work logging and A: Appreciate the importance • Good practices concerning work
recording of correct logging and logging and recording, and job aids/
recording of work good task card design, which can help
• Accidents/ incidents where poor
logging was a cause - plenty to
choose from
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6.3 Procedure – A: Be aware that norms exist • The concept of norms; differences
practice / mismatch and that it can be dangerous between a norm and a habit.
/ Norms to follow them. • Positive and negative norms
• Formal practices & policies vs
K: Be aware of instances ‘custom and practice’ - stress that the
where the procedures, two should be the same
practices or norms have been • The importance of providing the
wrong. technician with usable procedures;
the dangers of people cutting corners
if procedures are difficult to use.
• Accidents/ incidents where problems
have occurred due to poor
procedures, procedure/ practice
mismatches or bad norm.
6.5 Technical A: Appreciate the importance • Overview of good and bad examples
documentation – of having a good standard of of technical documentation
access and quality technical documentation in • Use of standardized English where
terms of access and quality. appropriate
• Importance of commonality of terms
.S: Learn how to write good and abbreviations, especially where
procedures which reflect best technicians are working on different
practice (note: this may not be types of a/c, eg. Boeing and Airbus.
applicable to all staff) • Formats of information (eg. paper,
photocopies, microfiche,
S: Learn how to validate computerised, etc) and their pros and
procedures (note: this may cons.
not be applicable to all staff) • Accidents/ incidents involving poor
access to technical documentation,
eg. Narita 747 engine drop.
7 Communicatio K: Recognize the need for an • Principles of good written
n effective communication at all communication; need for important
levels and mediums. information (eg. on shift handover) to
K: Understand the basic be communicated both verbally and in
principles of communication. writing.
S: Develop skills for correct • OJT + classroom exercises, eg.
verbal and written domino exercise
communication appropriate to • Communication within and between
the job and context. teams
7.1 Shift / Task K: Detailed knowledge of • Principles of good shift/task

Handover some incidents where a poor handover; verbal and written
handover has been a information exchange - built in
contributory factor redundancy; clear, thorough
communication; need for shift
A: Appreciation of the overlap; etc.
importance of good • OTJ + classroom exercises, eg.
handovers domino exercise
• Accidents/ incidents involving shift
S: Learn how to carry out a handover deficiencies, eg. A320
good handover locked spoiler incident, 1993.
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7.2 Dissemination of A: Appreciate the importance • Accidents/ incidents caused by poor
information of information being kept up- information management
to-date, and being accessible
by those who need it;
important/urgent information
getting to the people who
need it
7.3 Cultural differences A: Appreciate that cultural • Cultural differences between
differences can affect countries; between companies;
communication. between types of maintenance (line &
base); between shifts; between
individuals, between pilots and
maintenance personnel
• Hofstede’s work – differences
between National cultures - but try to
relate this to maintenance
engineering.
8 Teamwork K: Understand the general • Concepts of Maintenance Resource
principles of teamwork. management (MRM)
• Where human factors and teamwork
A: Accept the benefits of relate to maintenance
teamwork. • Effective work relationships
• Motivation
S: Develop skills for effective • Running meetings
teamwork . • Conflict management
A: Believe that maintenance

personnel, flight crew, cabin
crew, operations personnel,
planners etc should work
together as effectively as
possible.
8.1 Responsibility A: Encourage a team

concept, but without
devolving or degrading
individual responsibility
8.2 Management, K: Understand the role of • Difficulties associated with doing
supervision and managers, supervisors and both a management/ supervisory job,
leadership leaders in teamwork. and ‘hands-on’ engineering
• Incidents involving supervisors, and
S: Develop management skills reasons why, eg. B737-400 oil loss
for appropriate personnel. incident.
• Delegation, prioritisation of tasks
• Leadership styles – use of authority
or assertiveness
8.3 Decision making • Explain the different phases of the
S: Develop decision making decision making process.
skills based on good
situational awareness and
consultation where
appropriate
22/01/2004 Chapter 11 Page37

9 Professionalis K: Understand what is • The general characteristics of a
m and expected from individuals in professional and how these fit to the
integrity terms of professionalism, aircraft maintenance profession
integrity, and personal • The contribution of aviation
responsibility. maintenance personnel to aviation
safety
• Abiding by rules and procedures,
refusing to succumb to pressure, etc
A: Understand one’s own • Responsibilities of individuals, (eg.
responsibility to keep aviation signing off work, inspecting tasks,
safety standards high, and reporting non-conformities, etc.)
put this into practice at all • Examples where cooperation between
times different aviation trades has
contributed to the avoidance of
incidents/accidents
9.1 Keeping up to A: Accept the personal • All personnel should read the
date; currency responsibility to keep up to applicable information from the
date with necessary organization such as revisions,
knowledge and information memos, etc.
9.2 Error provoking K: Achieve a good • Give examples of error provoking
behaviour understanding of what behaviours (eg. cutting corners,
constitutes error provoking failing to consult information, relying
behaviour. upon memory, working when fatigued,
A: Appreciate the importance etc.) and strategies to avoid them.
of avoiding the type of
behaviour which is likely to
provoke errors
9.3 Assertiveness A: Appreciate the importance • Give examples of assertive behaviour ,
of being assertive. e.g. refusing to sign off a job if it has
not been completed properly, despite
pressure from more senior people to
do so.
10 Organisation’ K: Achieve an depth • Overview of the elements of your
s HF Program understanding of the organisation’s HF programme:
structure and aims of your • ·Commitment from senior level
company’s HF programme. • ·Practical support from management
Note: if your organisation • ·HF training for all staff
does not have all the elements • ·A just disciplinary policy
of a HF programme, explain in • ·A good error reporting scheme
general terms what these • ·An effective Maintenance Error
elements might be, ie: Management Scheme (MEMS),
• Maintenance Error including (i)error investigation
Management System scheme (ii)analysis of problems;
• Links with Quality identification of improvements; acting
System upon recommendations (iii)feedback
• Links with Safety concerning problems and
Management System improvements
• Disciplinary reporting (for guidance, see UKCAA AWN71)
and just culture • ·Learning from accidents/ incidents/
• Top-level support previous occurrences; warning
• HF training for all staff technicians of common errors/
• Action to address problems so that they can guard
problems against these; writing in warnings into
• Good safety culture the procedures
22/01/2004 Chapter 11 Page38

10.1 Reporting errors A: Appreciate the importance • Describe the reporting procedure.
of reporting incidents, errors,
problems
K: Understand what type of
problems should be reported
K: Understand the
mechanisms of reporting
10.2 Disciplinary policy K: Understand the • Give each employee a copy of the
organisation’s dis ciplinary company’s disciplinary policy.
policy, and the circumstances • Use case studies to illustrate the
under which disciplinary policy.
action may be appropriate, • Encourage group discussions
and when not concerning the policy
A: Appreciate that you will
not be unfairly penalised for
reporting, or assisting with
investigations
10.3 Error investigation K: Understand the • Explain what process your
mechanisms of incident organisation uses, eg. MEDA
investigation • Consider using a worked example
• Stress the importance of having
trained investigators
10.4 Action to address K: Understand the • Ensure staff are aware that reporting
problems mechanisms of action to incidents will result in action
address errors
10.4 Feedback K: Understand the • What feedback employees might
mechanisms of feedback expect from the MEMS. eg. company
magazine, feedback to individuals
involved in incidents, etc
22/01/2004 Chapter 11 Page39

Appendix B Training Needs Analysis Example
The examples given in this Appendix are by no means difinitive, and should merely be
used as guidance to illustrate how to put together a TNA, not necessarily what number to
put in it for your company. The structure is not fixed - Example 1 happens to be based on
the JAA MHFWG report (Appendix A) syllabus topics; Example 2 illustrates how those
topics have been adapted by a trainer, and for a particular company; Example 3 shows
how a very small organisation might put together a TNA, loosely based on the syllabus
items in GM-145.A.30(e).
You may decide that it is easier to put all staff on a full version of human factors training,
in which case a detailed TNA may not be needed, although you will still need a statement
to the effect that this effectively constitutes your TNA. Organisations are encouraged to
put together a TNA, since it should help them not only with determining what they need in
the way of initial human factors training, but also what will be appropriate for recurrent
training, taking account of changes over the years. It may also help determine what
training may have been covered already, elsewhere, and therefore not need to be
repeated.
1. Example TNA for a large aircraft maintenance

organisation.
No actual example from industry was available at the time of writing Issue 2 to this CAP,
therefore a hypothetical example was compiled. This is shown in Table 1, and is based on
the JAA MHFWG expanded syllabus items (Appendix 1, Attachment 7, Table 1. This is
an extract only - the full TNA would cover all the expanded syllabus items.
Key:
0 = don't need to know
1 = basic appreciation
2 = standard
3 = in-depth
* = specific to job/ context
22/01/2004 Appendix U Page 1

Statistics
Incidents
Violations
22/01/2004
Human Error
human factors
Human Reliability
Implications of errors
Error models and theories
General / Introduction to
Avoiding and managing errors

Types of errors in maintenance
2
3
3
3
3
2
3
3
Need to address Human Factors 3
HF trainers HF trainers
1
3
3
3
3
0
2
2
3
Training Needs Training Needs

Analysts Analysts
1
3
3
3
3
2
3
3
3
HF/ Safety HF/ Safety

Programme Programme
managers/ managers/
coordinators coordinators
1
3
3
3
3
2
3
3
3
MEMS MEMS
investigators investigators
0
3
3
3
3
0
2
2
3
Health & safety Health & safety

manager manager
0
3
3
3
3
1
2
2
3
Tech certifying Tech certifying

staff staff
0
3
3
3
3
0
1
1
3
Tech non- Tech non-

certifying staff certifying staff
Appendix U Page 2
0
3
3
3
3
1
2
2
3
Post holders/ Post holders/

senior managers senior managers
0
3
3
3
3
1
3
2
2
Table 1b. TNA hypothetical example for a large aircraft maintenance organisation - module 2
Table 1a. TNA hypothetical example for a large aircraft maintenance organisation - module 1
Managers/ QA Managers/ QA
0
3
3
3
3
1
2
2
3
Supervisors Supervisors
0
2
2
2
2
0
2
2
3
Planners/ Planners/
production production
control control
0
2
2
2
2
0
1
1
3
Tech records/ Tech records/

tech services/ tech services/
design design
0
2
2
2
2
0
1
1
3
Purchasing/ Purchasing/
supply chain supply chain
0
2
2
2
2
0
1
1
3
Stores Stores
0
2
2
2
2
0
1
1
3
Tech trainers Tech trainers

0
2
2
2
2
0
0
0
3
HR/ personnel HR/ personnel

0
2
2
2
2
0
0
0
3
Loaders/ Loaders/
drivers/ etc drivers/ etc
Table 1c. TNA hypothetical example for a large aircraft maintenance organisation - module 3
senior managers
Health & safety
Training Needs
Tech certifying
Managers/ QA
certifying staff
HR/ personnel
tech services/
Tech records/
Post holders/
Tech trainers
investigators
supply chain
coordinators
Supervisors
Purchasing/
Programme
drivers/ etc
HF trainers
HF/ Safety
managers/
production
Tech non-
Planners/
Analysts
manager
Loaders/
MEMS
control
design
Stores
staff
Human Performance &
Limitations
Vision 3 2 2 2 3 2* 2 0 1 2* 1 1 1 1 1 0 1
Hearing 3 1 1 1 3 1 1 0 1 1 0 0 0 0 0 0 1
Information-Processing 3 1 1 1 0 1 1 0 1 1 1 1 1 0 0 0 0
Attention and Perception 3 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0 2
Situational awareness 3 1 1 1 1 1 1 0 1 1 1 1 1 0 0 0 1
Memory 3 1 1 1 0 1 1 0 1 1 1 1 1 0 0 0 0
Claustrophobia/ physical access 1 1 1 1 1 1 1 0 0 1 0 0 0 0 0 0 0
Motivation 2 1 1 1 0 2 2 0 0 2 0 0 0 0 0 0 0
Fitness/Health 2 1 1 1 1 1 1 0 0 1 0 0 0 0 0 0 0
Stress 2 1 1 1 2 1 1 1 1 1 0 0 0 0 0 1 0
Workload management 2 1 1 1 0 1 1 0 0 1 1 0 0 0 0 0 0
Fatigue 3 2 2 2 3 2 2 1 1 2 3 1 1 1 1 2 1
Alcohol, medication, drugs 2 1 1 1 2 1 1 0 1 1 1 1 1 1 1 2 1
Physical work 1 0 0 0 1 0 0 0 0 0 0 0 00 0 0 1 0
Repetitive tasks / complacency 1 0 0 1 0 1 1 0 0 1 0 0 0 0 0 0 0

Feedback
22/01/2004
Reporting errors
Error investigation
Disciplinary policy
Action to address problems

Organisation’s HF Program
3
3
3
3
3 HF trainers
1
3
3
3
3
Training Needs
Analysts
3
3
3
3
3
HF/ Safety
Programme
managers/
coordinators
1
3
3
3
3
MEMS
investigators
1
3
3
3
3
Health & safety

manager
1
3
3
3
3
Tech certifying
staff
1
3
3
3
3
Tech non-
certifying staff
Appendix U Page 4
1
3
3
3
3
Post holders/
senior managers
1
3
3
3
3
Managers/ QA
Table 1d. TNA hypothetical example for a large aircraft maintenance organisation - module 10
1
3
3
3
3
Supervisors
1
3
3
3
3
Planners/
production
control
1
3
3
3
3
Tech records/
tech services/
design
1
3
3
3
3
Purchasing/
supply chain
1
3
3
3
3
Stores
1
3
3
3
3
Tech trainers
1
3
3
3
3
HR/ personnel
1
3
3
3
3
Loaders/
drivers/ etc
2. Example TNA for a large component maintenance
organisation.
The following example of an extract from a Training Needs Analysis was developed by
BainesSimmons Ltd on behalf of Smiths Aerospace Customer Services, and has been reproduced
with permission. The detail is proprietory to BainesSimmons Ltd., and applicable only to Smiths
Aerospace, but the principles may be freely used and adapted to context.
The [EASA GM-145.A.30(e)] syllabus may be adjusted to meet the particular nature of the
organisation. The syllabus may also be adjusted to meet the particular nature of work for each
function within the organisation. For example:
• Small organisations not working in shifts may cover in less depth subjects related to
teamwork and communications
• Planners may cover in more depth the scheduling and planning objective of the syllabus and
in less depth the objective of developing skills for shift working.
• Personnel being recruited from another JAR 145 approved maintenance organisation and
temporary staff should be assessed for the need to receive any additional Human Factors
training to meet the new JAR 145 approved maintenance organisation’s Human Factors
training standard.
• The following table is the high-level generic tool that will help you complete a training needs
analysis. Depending of the result of this evaluation, initial training should be provided to
personnel within 6 months of joining the maintenance organisation, but temporary staff may
need be trained shortly after joining the organisation to cope with the duration of employment.
• The training syllabus identifies the topics and subtopics to be addressed during the Human
Factors training.
• The maintenance organisation may combine, divide, change the order of any subject of the
syllabus to suit its own needs, so long as all subjects are covered to a level of detail
appropriate to the organisation and its personnel
• Some topics may be covered in separate training (health and safety, management,
supervisory skills etc.) in which case duplication of training is not necessary. In other words
cross credits may be claimed for other complementary training such as management
teamwork training if the content meets the general syllabus requirement.
• The duration of training will vary depending on the category of personnel involved, for
example a typical training course duration would range from 1 day for managers and up to 3
days for certifying staff.
• Although training courses may be tailored for certain categories of personnel, consideration
should also be given to the benefits of having combination of personnel from different
functional groups during training sessions
For each training topic specific objectives are defined. These objectives are specified in term of
knowledge (to know), skills (how to do), and attitude.
Depth of knowledge criteria , as listed below, have been entered into the TNA Tables as applicable
to Smiths Industries.
Level 0 - Not applicable to this functional group or company does not require it (e.g. don’t work
shifts).
Level 1 - General appreciation of theory and basic principles appropriate to job role.

Level 2 - In-depth knowledge and the ability to apply to other people under their control.
Level 3 - Full theoretical knowledge and competence to apply in their job role.

High-level syllabus for human factors in aircraft maintenance
The syllabus is included in GM-145.A.30(e), and expanded in the JAA MHFWG report (see
Appendix A). The BainesSimmons Ltd modules equate to those of the requirement as listed in Table
1 below.
Table 1. Syllabus Modules coverage.

Human Factors syllabus module titles Baines Simmons EASA GM-
Ltd Module 145.A.30(e) syllabus
number module number
1 1
Introduction to human factors
2 2, 9
Human error
3 3, 9
Human Error – slips and lapses
4 3, 6, 9
Human Error - violations
5 3
Avoiding and managing error
6 4
Human performance and limitations
7 5, 6
Environmental factors
8 8, 9
Teamwork
9 7
Communication and handovers
10 10
Organisation’s HF Program

to error
maintenance
airworthiness
22/01/2004
System defences
Types of errors in
Statistics and incidents
Organisational accidents
When we are most prone
Affects of Human Factors on
2
2
1
1
Accountabl
e manager
2
2
2
2
Table 2 Module 2 TNA - Human Error
1
1
The need to address Human Factors 1
Senior
Accountable
Managers
1 manager
1
1
2
2
2
2
Senior
Managers &
Managers
Supervisors
1
1
1
Managers &
1
1
1
1
Certifying Supervisors
1
1
1
staff.
Certifying
1
1
1
1
Table 2. Module 1 TNA - General / Introduction to human factors
staff.
Non
1
1
1
certifying Non
staff
2
2
2
2
certifying
Planners &
1
1
1
production Planners &

control staff production
control staff
1
1
1
1
1
1
1
Tech.
Tech.
services &
Appendix U Page 8
services &
Design
Design
engineers
engineers
3
3
3
3
1
1
2
Human Human
factors staff/ factors staff/
instructor instructor
3
3
3
3
1
1
2
Quality
Quality
assurance
assurance
Engineer/
Engineer/
surveyor
surveyor
1
1
1
1
1
1
1
Technical
Technical
record staff
record staff
2
2
0
2
1
1
1
Purchasing
Purchasing
staff
staff
0
0
0
0
1
1
1
Store
Store
department
department
staff
staff
0
0
0
0
1
1
1
Ground Ground
equipment equipment
operators/ operators/
by all staff
All elements
to be covered
22/01/2004
3
Accountable
manager
3
Senior
3 Managers
Managers &
Supervisors
3
Certifying staff
inc.
Table 2 Module 10 TNA - Organisation’s HF Program
Non certifying
staff
3
Planners &
production
control staff
3
Tech. services
& Design
engineers
Appendix U Page 9
3
Human factors
staff/ instructor
3
Quality
assurance
Engineer/
surveyor
3
Technical
record staff
3
Purchasing
staff
3
Store
department
staff
3
Ground
equipment
operators/
3. Example TNA for a small maintenance organisation.
No actual example was available from industry, therefore a hypothetical example was compiled and
is shown in Table 3. It should be stressed that this is only an example to illustrate that a complex
TNA is not necessary for a small organisation, and that it is not necessarily critical to cover all
syllabus items (if agreed by the company CAA surveyor). It should not be taken as a template.
Table 3. Hypothetical TNA for a small organisation

Topic All staff will undergo this training at a similar level, including
the Accountable Manager
General / Introduction to human factors Show the "Every Day" video to give staff a feel for what
human factors is all about, and talk about a few relevant
incidents
Safety Culture / Organisational factors Facilitate a discussion about the company's safety culture,
and what people think
Human Error Discuss some examples of human error as relevant to our
business and work
Human Performance & Limitations Remind staff of their personal responsibilities, as per AN47
Environment Give some examples of where poor lighting can affect
performance, and ask staff what they think of the working
conditions here.
Procedures, Information, Tools and Give some examples of where poor procedures can affect
Practices safety, and ask staff what they think of the procedures,
information and tools they are using, and where
improvements could be made
Communication N/A - not considered necessary due to the small size of the
company, absence of task and shift handovers, and the fact
that the company has a good incident reporting system where
communication has never been cited as a problem
Teamwork N/A
Professionalism and integrity N/A
Organisation’s HF Program Describe the machanisms within the company for reporting
incidents, errors, problems, potential hazards, poor
procedures, etc - discuss if necessary.
Stress that fact that staff will not be inappropriately penalised
for reporting problems - put this in writing if necessary.
Describe any other company processes relating to human
factors

Appendix C Guidelines for trainers
1. Introduction to Facilitation Skills
The following text was produced by LMQ Ltd, for CAP 737 (Crew Resource Management), and
has been included in CAP 716 issue 2, with permission, since the principles are applicable to
maintenance human factors trainers as well as to CRM instructors. The text has been slightly
modified to refer to "human factors" as opposed to "CRM" throughout.
The following aims to explain why there is a need for facilitation, what facilitation is and some of the
skills required to use this training technique, plus some general guidelines.
To be competent in any job a person requires a certain amount of knowledge, an adequate level of
skills, and the right set of attitudes. This is true for doctors, hotel receptionists, lawyers, footballers,
soldiers, artists and of course flight crew, air traffic controllers and maintenance engineers. The role
of a trainer in any discipline is to help people develop their knowledge, their skills and their attitudes
so that they are able to do their jobs well. In many of the professions the formal training emphasis is
often on developing knowledge and skills, with the examination of competence almost exclusively
concerned with measuring knowledge and skills against a set of standards.
In aviation it is no different. The vast majority of training resources and all formal examination have
been aimed at ensuring people have the appropriate knowledge and skills, rather than the right
attitudes. The fact that attitudes are fundamental to competence has not been officially recognised,
even though incorrect attitudes are suspected to have contributed to many of the major accidents -
the ultimate consequence of a lack of competence. The reason for this omission is uncertain, but a
reasonable assumption may be because training and examining ‘attitudes’ have been less precise and
more difficult to carry out successfully.
Human factors training has attempted, with variable success, to try and redress the imbalance. Most
experts and practitioners are in agreement that the variability in the effectiveness of human factors
training is largely linked to the quality of the delivery and not the content, and that training with a high
degree of facilitation has been more successful.
This can be explained by exploring the two main techniques that are available to trainers, namely
instruction and facilitation. Instruction can be described as being primarily a telling activity, where
knowledge and skills are developed in trainees through either direct communication or
demonstration, with questioning primarily used to check understanding or reinforce key messages.
Facilitation on the other hand, can be described as a technique that helps trainees to discover for
themselves what is appropriate and effective, in the context of their own experience and
circumstances.
Both techniques are useful and have their place. In order to transfer knowledge and many skills,
instruction is the most efficient technique to employ; it would be laborious and unnecessary to teach
a straightforward and precise subject such as an electrical system using facilitation. Furthermore,
instruction can be used to train larger numbers of people, and is particularly useful if only certain
answers are acceptable.
22/01/2004 Appendix V Page 1

On the other hand, trying to change people’s attitudes using instruction as the technique, normally
has limited success. People, particularly adults, do not like being told how to behave and what to
think. There are rare occasions when a sharp ‘kick up the backside’ delivered by the right person at
the right time has the desired effect, but in general, telling people to change their attitude is not
usually effective. This is particularly so if the person doing the telling does not have the respect of the
recipient, or represents an authority that lacks credibility. Ironically, this is also consistent with the
instruction of positive behaviour, such as ‘keep up the good work’ which has been known to
produce an adverse reaction.
The reason for this is that a person’s behaviour is based on their past experiences, values and beliefs
which will be different from those of others. Therefore, telling people to behave differently carries the
implication that their values and beliefs are wrong, and this is not convincing. People generally
behave in a way that they think is rational, and often find it easy to justify their behaviour to
themselves and others. However, what they may not be aware of is the effects of their behaviour on
other people or the operation; and that an alternative behaviour, which does not question their values
but has a more positive effect, may be something they might wish to consider.
The technique of facilitation allows this process to occur, although it is not just for the poor
performer nor for the development of attitudes. Facilitation can be equally used to reinforce effective
behaviour because it gives people an understanding of why they are good which encourages their
continued development. Furthermore it can be used in the development of skills and even
knowledge, because it is an effective tool for allowing self analysis and in depth thought, which is an
easier way for people to learn, as there is less recourse to memory techniques. The skills of self
analysis are not just to get the most from the training session, but can also be continually used for self
development on the line.
Table 1. Differences between Instruction and Facilitation
INSTRUCTING FACILITATING
1. What do the words imply? Telling, showing Making easy, enabling
2. What is the aim? Transfer knowledge and Gain insight / self analysis to
develop skills enable an attitude change
3. Who knows the subject? Instructor Both
4. Who has the experience Instructor Both
5. What is the relationship? Top down Equal
6. Who sets the agenda Instructor Both
7. Who talks the most? Instructor Student
8. What is the timescale? Finite Infinite
9. Where is the focus? Instructor / task Student / attitudes / behaviour
10. What is the workload? Medium / high Intense
11. What are trainers thoughts? Judgemental Non-judgemental
12. How is progress evaluated? Test Observation /
self assessment
Dr Guy Smith NWA

Notes on Table
1. Although instructors have used facilitation techniques naturally for many years; in its purest sense
instructing has a lot to do with telling, demonstrating and checking that the task is being done in
accordance with a standard. Whereas facilitation means that students are given the opportunity to
discover what they are doing and the effect it has on others and the task, so that they can make the
decision themselves to alter their behaviour or even reinforce any positive behaviour. This process
should be made as easy as possible.
2. The principle purpose of instructing is to transfer knowledge and skills efficiently, whereas with
facilitation the principle purpose is to encourage a change in attitude or behaviour by the student
gaining insight or becoming aware of what they are doing, and being motivated to change. People
tend to only do things that they want to do; so telling people that they are wrong and need to change
is rarely effective. People generally do not behave in a way that they think is wrong. They are aware
that others might disapprove, but they will rationalise their behaviour as being appropriate under the
circumstances. Telling them that you think they are wrong gives them no new information and often
motivates them to continue their current behaviour. The key is for them to understand why others
disapprove and the consequences of continuing as they are.
3/4. When instructing, the trainer knows the subject and has the experience, otherwise it would be a
pointless exercise. When facilitating both parties know the subject and have the experience,
particularly when discussing behaviour. In fact, very competent facilitators are quite capable of being
effective without knowing the subject or having any experience of it. In many respects this can be a
useful pointer to know when to change hats from being an instructor to a facilitator. If you are certain
that only you have the relevant knowledge, and the student would find it difficult to work it out for
themselves in the time available, then instructing is probably the most appropriate technique to
employ.
5. The relationship when instructing can be perceived as being top down in that the instructor knows
more than the student, whereas when facilitating it must be apparently equal. A common mistake by
inexperienced trainers when facilitating is to create the impression that they are in some way
superior, by implying they know more or have a better attitude.
6. The agenda when facilitating must be set by both parties if the process of buy-in is to get the right
start. Agreeing what you are going to talk about and how you will go about it is an important first
step. The trainer can greatly assist the learning of the session by summarising and giving meaning to
the students’ discussions. It is still the trainer's responsibility to ensure that all the training
requirements are included in the facilitative session.
7. One of the best measures of identifying which technique you are using, whether it is instructing or
facilitating, is to note who is doing most of the talking. When facilitating, students need to be clear in
their own minds and be able to self assess what they are doing and the benefits of changing. It is
difficult to do this whilst trying to listen to a trainer passing multiple messages.
8. The time taken to cover a subject when instructing tends to be finite and consistent; whereas with
facilitation the timescale is indefinite. This does not mean that it takes forever, but that the process of
facilitation must be given sufficient time to achieve its aim. The human factors instructor should not be
worried about longer debrief or exercise times, because the student’s concentration period is much

longer when they are actively involved in the thinking and discussion rather than passively listening. In
a limited time period such as a debrief, the process may need to continue afterwards, while students
try out new options back at work. Conversely, if the aim is achieved in a few minutes, the job is
done and there is no point dragging out the discussion.
9. The focus when instructing is often on the task and the instructor – how well they are doing, did
they get things in order, are they being clear, is the equipment working, are they on time. With
facilitation the focus must be solely on the student, their attitudes and behaviour, and whether they
are learning and are comfortable with the process that is being used. The focus should also be on the
student demonstrating an understanding and willingness to change.
10. Because each student is different and it is difficult to read people’s minds, the workload whilst
facilitating is intense, and more so in a group. The facilitator in this respect is having several
conversations simultaneously, both verbally and non verbally, and having to think on their feet in
reaction to what is being said. With instructing the workload is high in preparation and initial delivery,
but then reduces over time as the instructor becomes more familiar with the material.
11. Although the trainer’s observations and training objectives are inevitably judgemental; in order to
prompt a student’s self analysis, the attitude of the trainer when facilitating a debrief should be non-
judgemental. In other words, he or she must be prepared to accept that the opinion of the student is
valid and not necessarily wrong, even though the trainer’s own experience dictates otherwise. This
attitude is the most difficult to genuinely achieve, particularly for trainers who have spent many years
instructing and ensuring things are right.
12. The evaluation of an instructing session is relatively simple and measured by test, where a
judgement is made whether the standard has been achieved. When facilitating evaluation is made by
observation only and the student’s self assessment.
2. Facilitation Skills
The skills required to use facilitation as a technique are as follows:-
Questioning
Asking the right questions at the right time is a fundamental skill of facilitation and these are the type
of questions that can be used.
Type Purpose Response Example

Open To get a more accurate Unknown but they will ‘What, when, why,
and fuller response. say more than a few where, who, how….’
words.
Closed To check understanding Can be ‘Yes’, ‘No’ or ‘Did you, were you, had
and to control the specific data. you’….
discussion.
Probing / building To obtain further More in depth response. ‘Tell me more, why was
information that, explain….’
Summarising To confirm agreement Yes ‘Is what you mean, have
you agreed …’

Avoid:
a. Leading:- ‘You did do that didn’t you, wouldn’t you agree that……’
b. Multiple.
c. Rhetorical:- ‘Who cares?’
d. Ambiguous
Listening
It has often been said that hearing is done with your ears wheras listening is done with your mind. In
this respect the term active listening means that a person is concentrating carefully on what is being
said, so that they can really understand the other person. This mnemonic helps to capture some key
points:
• Look interested
• Inquire with questions
• Stay on target
• Test understanding
• Evaluate the message
• Neutralise your thoughts, feelings and opinions
Body language
Reading body language and managing your own are essential when facilitating. A trainer should be
able to know when a student is uncomfortable, confused, interested, distracted or bored.
Furthermore it is important that a trainer is able to manage their own body language so that the
messages they are giving are accurate and consistent.
Observation of behaviour
The ability to observe and discuss behaviour and attitudes rather than technical issues is an important
skill that trainers need to develop to become effective at facilitation. Also trainers should have the
ability to observe behaviour objectively against established standards.
Role modelling
As attitude is an imprecise part of competency, there is no better way of demonstrating appropriate
behaviour than role modelling. This is because the student can observe at first hand what this
behaviour is and experience the positive effects on themselves. Furthermore, in order to maintain
credibility as a trainer in human factors, it is important that you behave to the highest level of CRM
standards.
Giving and receiving criticism

A trainer should be able to receive criticism well in order to develop and be approachable.
Furthermore, there may be occasions when it is appropriate and constructive to give students direct
criticism and this must be carefully handled.
Continuous development
In order to ensure that you are able to continuously improve your facilitation skills, the
recommended method is to seek feedback from those you are training. This must be done regularly
and genuinely, otherwise you may not be given anything useful - and a measure of whether you are
doing this well is whether you do in fact get any criticism. If you find that people are not giving you
any criticism then the following may be occurring:-

a. You are perfect.
b. You have developed a reputation as someone who has difficulty receiving criticism.
c. You are not respected enough to deserve being told.
Facilitation skills; Trainer Checklist

DO:
Give an introduction
• Purpose - to encourage self analysis (research says that it is the best for of learning)
• Participation from them is needed
• Allow pilots to set the agenda order by asking
o Which bits of the session they want to discuss
o What went well
Use open questions (who, where, when, what, why, how)
Deepen the discussion with supplementary questions - let them analyse.

• What happened/ why it happened/ what could we improve on?
Listen and encourage

• use names, node, smiles, eye contact
• sit forward to show interest
Use silence/ pauses (sit back and allow them time to think for several seconds)
Mix instruction with facilitation for issues on which they don't have the knowledge themselves
Summarise discussion to meet training aims
DON'T:
Miss the introduction - it is the most common way to spoil facilitative training
Lecture
Use your chronological agenda
Short change high performing crews with quick debrief
Interrupt
Don't train them not to discuss by:

• Answering your own questions (better to reword the question)
• Just use question and answer
Do the thinking for them
Self Check:
• Who is talking most - you or them?
• Have you used at least 2 questions per issue (to deepen discussion)

• Are the students doing the analysis themselves
• Are the training points being covered
• Have the students spoken to each other
• Has positive behaviour been reinforced

22/01/2004 Appendix Z Page 1

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CAP716 (pre-publication copy - extract only)

Aviation Maintenance Human Factors

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Chapter 1. Introduction ................................................................................... Error! Bookmark not defined.

Chapter 8. Planning, Preparation and Teamwork...................................... Error! Bookmark not defined.

Chapter 9. Professionalism and integrity.................................................... Error! Bookmark not defined.

Chapter 11. Human Factors Training for Personnel involved in Maintenance..................................1

Appendix A JAA Maintenance Human Factors Working Group Report..........................................20

Appendix B Definition of Human Factors ................................................. Error! Bookmark not defined.

Appendix F Example Safety Policy............................................................. Error! Bookmark not defined.

Appendix G Safety Accountabilities .......................................................... Error! Bookmark not defined.

Appendix I Example Disciplinary Policy................................................. Error! Bookmark not defined.

22/01/2004 Chapter 11 Page4

Appendix O Visual inspection and NDI..................................................... Error! Bookmark not defined.

Appendix Q Environmental Factors & Tooling........................................ Error! Bookmark not defined.

Appendix U Training Needs Analysis Example........................................................................................1

Appendix V Guidelines for trainers ...........................................................................................................1

Appendix W Competency Framework ........................................................ Error! Bookmark not defined.

Appendix X Introducing an Error Management Programme into an OrganisationError! Bookmark not

Appendix Y Sources of further information - summary........................ Error! Bookmark not defined.

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2. Origin of the requirement

3. Context of Human Factors Training

22/01/2004 Chapter 11 Page1

4. Aims and Objectives

The Part-145.A.30(e) requirement (previously NPA12 to JAR145) was introduced as a result of

Part-66 already includes a requirement to demonstrate knowledge of Human Factors elements

22/01/2004 Chapter 11 Page2

6. Who should receive human factors training?

6.1 Personnel to receive human factors training

To this list should be added1:

22/01/2004 Chapter 11 Page3

6.2 Why train everyone in the organisation?

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2. A company Human Factors and Safety Management Programme needs to be

3. Measurement of Competence - Identify current levels of competence and methods for

5. In house, or contracted out? - Determine whether the organisation is able, or willing, to

22/01/2004 Chapter 11 Page5

7.1 Timing of the introduction of human factors training

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The ICAO document "Human Factors in Aviation Maintenance" (Doc 9824-AN/450)

9. Course versus other methods of training

9.1 Computer Based Training

9.3 Facilitated training

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10. Training Needs Analysis (TNA)

10.1 Who should conduct the TNA?

10.2 What does a TNA involve?

Management and technical Post holders/ senior managers

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11. Training Material

11.2 Module 10 of the syllabus

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