driving dependence on in-service training
Post on 04-May-2022
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Driving Dependence on
In-Service Training:
AIR 4.6.5 Human Systems Department
Design for Maintainer Team Lead
Gary Eiff, Ph.D.
16 November 2011
The Human Systems Department provides full spectrum life cycle research
and engineering to optimize operator and maintainer effectiveness and
survivability through human performance, training, and hardware solutions.
Human Systems Department
Design for Maintainers
DFM – HFE for Maintainers
People
Environment
Resources
Actions
What is DFM?
The application of human engineering design processes
on behalf of maintenance personnel.
• Analyze & optimize maintainer human system interface (hardware, software, technical training, computer, tooling, etc.)
• Evaluate & minimizing impact of anthropometry & human
factors on maintainer performance (access, work station design,
task analysis, error reduction, ergonomics, support equipment, etc.)
• Process, task and work constraint analysis & refinement to
reduce staffing requirements, dependency on specialized
skills & tooling, operational & life cycle costs.
DFM is a key enabler for:
Improved Readiness & Reduced Total Ownership Costs.
Frame of Reference
NAVAIR 4.6 DFM specialists assisted the Navy
Corrosion Prevention Team over the last two years by
evaluating the “human” side of the corrosion problem.
Presentation Context
Aircraft Equipment Reliability & Maintainability Improvement Program
A Study of the Human Factors of Corrosion
Prevention and Mitigation
• Are maintainers properly prepared? (Training, technical
information, etc.)
• Do they have the adequate tools and materials?
• Are there ergonomic or human limitation constraints?
• Do they have adequate access and time to perform
their duties?
• What is their awareness and affect toward corrosion as
a major degrader of readiness and TOC
The Human Side of Corrosion
Among other findings was the identification of
a training gap among rates other than 12C.
Resulting in:
• Inability to recognize various forms of corrosion in their
work areas. (including CDI’s)
• Lack of execution of correct corrosion prevention steps
• Continuing to use aircraft/components with un-treated
corrosion
• Low rate of discrepancies/requests for assistance to the
corrosion shop for intervention
Filling the Gap
Future actions to remedy the corrosion
training gap:
• Corrosion training requirements analysis (initial study
completed and future work planned - Dr. Sheehan AIR 4.6.3A)
• Corrosion for managers course under development (CBT development – AMC Davitt AIR 6.7)
• Development of platform specific corrosion Focus Area
List (FAL) training.
• On-going interest and discussion on how to improve
in-service training.
Primary Training Methods
There are three common methods for training
technical skills:
• Formal Classroom & Laboratory (Best for combined
theory & psychomotor skill development)
• Computer Based Training (CBT) (Well structured
and delivered, can provide adequate cognitive training)
• In-Service Training (Well structured and delivered, can
provide good psychomotor skills and knowledge training)
Training Delivery Costs
More Effective In-Service Training
Challenges:
• Content not standardized or uniform
• Approach/presentation varies greatly
• Operational demands take priority
• Results are often widely varied
Getting Better Results:
• Analyze tasks to be learned into critical steps and key points
• Prepare standardized in-service instructional guide materials
• Use a uniform and highly structured instructional methodology
• Anchor learning assessments in demonstrated knowledge and
practical psychomotor skills demonstration
One Effective Approach – TWI
Highly Structured Training = SUCCESS
TWI and other similar successful strategies
have these common key features:
• Prepares supervisors to be effective trainers
• Provides easy to execute, highly structured, and
standardized instructional materials
• Uses a proven methodology which results in
extremely successful, repeatable and uniform
learning outcomes and practical skills
• Learning assessments are based on practical
knowledge and skill demonstration
Quick Overview of TWI
Task Breakdown Sheet - Each important task step is identified,
properly sequenced and the reason for the step explained:
• Important steps (what to do)
• Key points (how to do it)
• Reason for key points (why do it)
Quick Overview of TWI
Task Breakdown Sheet - Each important task step is identified,
properly sequenced and the reason for the step explained:
• Important steps (what to do)
• Key points (how to do it)
• Reason for key points (why do it)
Instructional Methodology
• Step 1 – Prepare the learner
• Step 2 – Present the operation (using the task breakdown sheet)
− Instructor explains a step and demonstrates the knowledge/skill
− Learner reads the step while instructor stepwise performs the task
• Step 3 – Try out performance
− Instructor explains each step and learner performs the task
− Learner performs each step while instructor verbalizes task
• Step 4 – Assessment and follow-up
In-Service Training Imperative
Tighter budgets will put more emphasis on using
in-service training as a primary learning tool
Reduced numbers of senior enlisted personnel
make delivering effective in-service training more
challenging
We need to strengthen in-service training by:
• Standardizing learning content
• Providing instructor guidance materials
• Utilizing a proven / highly structured method
• Enhancing the effectiveness of PQS through
objective, performance based criteria.
In Summary
Reduced training budgets, downsizing of forces
and the increasing complexity of weapon system
technology is unprecedented
Current environment DEMANDS another look at
what, how and when we train maintainers
We (all DOD maintainers) need to critically
assess our in-service training methodologies and
invest in improvements in their effectiveness
NAVAIR 4.6 Designed for Maintainers
Thank You
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