review of controller training requirements for advanced ... · training for automation • impacts...

Review of Controller Training Requirements for Advanced

ATC Environments Colin Dow, Jonathan Histon Humans in Complex Systems Lab (HCOM) Systems Design Engineering University of Waterloo Contact: [email protected]

Introduction • ATC system updates will increase automation and

complexity • Need for re-evaluation of:

– knowledge, skills and abilities required of controllers – training best practices

• ATC training programs need to adapt by using new instructional techniques and concepts

• What are the key challenges that must be addressed?

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Increasing Air Traffic

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Trends in scheduled passenger Traffic – World (1985-2025) (ICAO)

Upgraded ATM System

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• A global ATM system upgrade is currently underway • Airspace over Europe and the U.S. represent some of the

biggest challenges • Eurocontrol and the FAA have developed a plan for an

improved system; shift to implementation

(FAA 2013) (Eurocontrol)

Changing Environment • New operational tools being introduced include:

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• New tools will have a significant impact on the operational environment

o ADS-B o CPDLC o SWIM

o CDM o Decision support tools (DSTs)

(FAA 2009)

Outline

• Approach & 3 Key Challenges • Areas for Future Research • Conclusion

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Approach • Goal: Gain better understanding of challenges and

identify potential for research opportunities

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• Gathered the relevant literature

• Analyzed for recurrent themes

• Identified potential areas for further research

(SavePottstown)

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Model for the process of ATC training program redesign

3 Key Challenges • Simulation-Based Training • Training for Automation • Instructional Design for Training Complex Skills

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Simulation-Based Training • Level of Fidelity

– Not how much you have but how you use it (Salas et al. 1998) – High-fidelity simulation does not mean good training – Simulation-based training needs to be informed by research in

instructional design and learning concepts

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(AT-One)

Simulation-Based Training

• Lower-fidelity simulation can be just as valuable – High-fidelity simulation is one component of learning process

• Need to set: – Learning goals – Performance measurements

• Why continuing heavy reliance on high-fidelity?

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Simulation-Based Training • Characterization of Simulation Scenarios

– Improved ability to create scenarios – Automatic Scenario Generation – How to characterize ATC simulation scenarios?

• Advanced Training Technologies – Intelligent Tutoring Systems – Voice Recognition & Synthesis – How to incorporate in training programs?

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Training for Automation • Automation can have significant impact on:

• What impact will new ATM tools have on performance?

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̶ Mental workload ̶ Situation awareness

̶ Complacency ̶ Skill degradation (Parasuraman et al., 2000)

(Tom Cheney)

Training for Automation • Impacts of automation in advanced ATC environments

have been extensively studied • Less focus on how automation will affect training • Recent studies have focused on the order in which ATC

skills are trained (Manual control vs. Support tools) – There is a significant impact on performance depending on the

order (Rorie et al., 2011; Billinghurst et al., 2011) – Reliance on DSTs in training can also affect performance (Vu et

al. 2012)

• How else will training need to adapt?

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Instructional Design for Training Complex Skills

• Complex cognitive skills are essential for controllers • There are learning concepts and theories to inform the

design of training for these skills – Holistic approach vs. Atomistic approach

• Recent work supports the holistic approach (van Merrienboer & Kirschner, 2013) – Ex.: 4-Component Instructional Design Model

• Learning tasks • Supportive information • Procedural information • Part-task Practice

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Instructional Design for Training Complex Skills

• Dynamic Problem Selection • Critical Thinking Instruction • How do these learning strategies compare with current

ATC training program design?

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Outline


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Importance of Training Program Redesign

Areas for Future Research • Simulation-Based Training

– Simulator fidelity for specific training outcomes – Use of complexity metrics for characterization of simulation

scenarios

• Training for Automation – Training for automation failure – Controller skill degradation due to automation

• Instructional Design for Training Complex Skills – Adapting learning theories to ATC training programs

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Outline


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Conclusion • Focus has been on design of new tools, what about the

training to use these tools? • Developed preliminary model for training design process

– Further work needed to identify relationships between new tools and training needs

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Conclusion • Recent work has identified several key challenges that

will affect the success of training programs – Choice of simulator fidelity – Need for contingency training – Approach to skill development

• Addressing these challenges is an important step in developing effective training programs that will support the introduction of new operational concepts

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References • ICAO. (2007). Outlook for Air Transport to the Year 2025. Montreal, QC: ICAO • FAA. (2013). NextGen. Retrieved from http://www.faa.gov/nextgen/ • Eurocontrol. (2012). European ATM Master Plan. Retrieved from https://www.atmmasterplan.eu/ • FAA. (2009). NextGen Briefing. Retrieved from http://www.faa.gov/air_traffic/briefing/ • SavePottstown. (2010). A Lot of Reading to Do. Retrieved from

http://savepottstown.com/2010/04/a-lot-of-reading-to-do/ • AT-One. (2013). ATM Simulators. Retrieved from http://www.at-one.aero/wp/?page_id=67 • Salas, E., Bowers, C. A., & Rhodenizer, L. (1998). It Is Not How Much You Have but How You Use

It : Toward a Rational Use of Simulation to Support Aviation Training. The International Journal of Aviation Psychology, 8(3), 197–208.

• Parasuraman, R., Sheridan, T. B., & Wickens, C. D. (2000). A model for types and levels of human interaction with automation. IEEE transactions on systems, man, and cybernetics. Part A, Systems and humans : a publication of the IEEE Systems, Man, and Cybernetics Society, 30(3), 286–97.

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http://www.faa.gov/nextgen/https://www.atmmasterplan.eu/http://www.faa.gov/air_traffic/briefing/http://savepottstown.com/2010/04/a-lot-of-reading-to-do/http://www.at-one.aero/wp/?page_id=67

References • Billinghurst, S. S., Morgan, C., Rorie, R. C., Kiken, a., Bacon, L. P., Vu, K.-P. L., Strybel, T. Z., et

al. (2011). Should Students Learn General Air Traffic Management Skills Before NextGen Tools? Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 55(1), 128–132.

• Rorie, R., Kiken, A., Morgan, C., Billinghurst, S., Morales, G., Monk, K., & Battiste, V. (2011). A preliminary investigation of training order for introducing NextGen tools. Human Interface and the Management of Information. Interacting with Information, 526–533.

• Vu, K.-P. L., Silva, H., Ziccardi, J., Morgan, C. a., Morales, G., Grigoleit, T., Lee, S., et al. (2012). How Does Reliance on Automated Tools During Learning Influence Students’ Air Traffic Management Skills When the Tools Fail? Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 56(1), 16–20.

• Van Merrienboer, J. J. G., & Kirschner, P. A. (2013). Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design (2nd ed.). Burlington, VT: Routledge.

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Thank you.

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Review of Controller Training Requirements for Advanced ATC EnvironmentsIntroductionIncreasing Air TrafficUpgraded ATM SystemChanging EnvironmentOutlineApproachSlide Number 83 Key ChallengesSimulation-Based TrainingSimulation-Based TrainingSimulation-Based Training3 Key ChallengesTraining for AutomationTraining for Automation3 Key ChallengesInstructional Design for �Training Complex SkillsInstructional Design for �Training Complex SkillsOutlineSlide Number 20Areas for Future ResearchOutlineConclusionConclusionReferencesReferencesThank you.

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