I bring you a weekly bite-sized chunk of the science behind helicopter human factors and CRM in practice, simplifying the complex and distilling a helicopter related study into a summary of less than 500 words.
TITLE:
Learning beyond ‘hands and feet’ in offshore helicopter operations: integrating the individual with the social in CRM and SA.
WHAT?
Article linking learning theory to the development of pilots non-technical skills with a focus on the role of ‘tacit knowledge’ in the transfer of skills from experienced crews to more junior counterparts.
WHEN?
2020.
WHERE?
Ontario, Canada.
HOW?
Theoretical paper connecting the concept of Situated Learning with key CRM skills.
WHY?
Much learning in aviation takes place outside of formal training, especially development of non-technical skills which are often absorbed ‘tacitly’ through contextual factors such as the socio-technical skills of colleagues and organisational culture. How to encourage the development and passing on of tacit knowledge is an area that has not yet been investigated.
EXTRACTS:
Situated Learning:
- Traditional learning theory delineates formal (classroom/practical training) and informal/incidental (daily experience, conversations with co-workers). The former is classified as intentional, the latter as unintentional. The reality is more complex than these two categorizations.
- Much learning in aviation occurs through the experience of everyday work activities which is not recognized as learning by organizations or workers .
- Situated Learning Theory argues that humans learn through social practice as they interact with others. It takes place in communities of practice (groups who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in their field by interacting on an ongoing basis). For example, aircrews who are passionate and knowledgeable about the theory and practice of flying helicopters.
Tacit knowledge:
- The transfer of knowledge in these contexts is often tacit and implicit.
- Learning happens through peripheral participation & observation of tacitly expressed knowledge. This goes beyond normal skill-based learning. Workers learn the competencies needed to do their work, but they also learn about the culture of the workplace, the social identities of its workers, and how to relate to both (all important to implementing effective CRM techniques).
SO WHAT?
- This paper argues that opportunities for pilots to interact with and learn from each other in the practice of their work is critical to learning & should be formally built into training & organisational culture.
- Situational and contextual factors, such as operational pressure and crew dynamics play a critical role in management of threats and errors. One study exploring the role of emotions in accidents found five markers of cockpit behaviour that preceded [an] accident – confusion; stress-hyperarousal; frustration; unease; and disagreement’. Situated learning plays an important role in aircrew being able to recognise these emotions and their role in task performance, as well as developing strategies for managing them.
- Research has found that a balance of newcomers and old-timers provides for the best learning environment to achieve this.
REFERENCE:
Taber, M. J., & Taber, N. (2020). Learning beyond ‘hands and feet’ in offshore helicopter operations: integrating the individual with the social in CRM and SA. Theoretical Issues in Ergonomics Science, 21(5), 614–631. https://doi.org/10.1080/1463922X.2020.1729444
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