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incidents means that there is no time
for proper evaluation, and you have
to fall back on instinct, experience or
training (see Learning, below).
The rate of information processing is
very vulnerable to fatigue and stress,
and the most demands are made at
Human Factors 397
the beginning and ends of a flight –
the latter when you are most tired (in
fact, your heart rate is most just after
landing).
There are two decision-making
processes that affect us, both of
which really speak for themselves –
ample-time and time-critical.
Ample-Time Decision Making
You start with the awareness of a
situation, which means having some
idea of the big picture (similar to the
continual updating mentioned
above). Situational awareness refers
to your awareness of all relevant
information. Of course, you have to
know how things should be to
recognise what's wrong! You need
vigilance and continual alertness,
with regard to what may happen on
top of what is happening, which is
difficult at the end of a long day.
There are three elements to the
evaluation process. Diagnosis comes
first (which is more of a skill than is
thought), followed by the generating
of possible solutions and the
assessment of any risks, which is
further described below.
When evaluating a situation, you
should stay as cool as possible and
not let emotions cloud your decision
– that is, do not let false hopes affect
your thinking.
Time-Critical Decision Making
Decisions have to be made quickly,
based on past experience or training
– there is often no time to be
creative or think up new solutions.
In other words, time dictates your
decision, and this is where checklists
and SOPs can help, because they will
be based on other peoples'
experience (training is supposed to
make your actions as near to reflex
actions as possible, to make way for
creative thought).
Drills, as per the Ops Manual, and
checklists do the same thing on a
different scale. Their purpose is to
provide a framework on which to
base good decision-making, as well
as making sure you don't forget
anything. SOPs are there to provide
standardisation in situations where
groups are formed and dissolve with
great regularity, such as flight crews.
Although a checklist doesn't contain
policy, it does at least stimulate
activity, since the first response of
most people in an emergency is to
suffer acute brainfade. Either that, or
you shoot from the hip, which is
equally wrong. Checklists and drills
are in the Company's Ops Manual
and are intended to be followed to
the letter. They are not always based
on the Flight Manual drills, which
are required to be followed to
comply with the requirements of the
C of A. Whilst they have their uses,
though, they can't cater for every
situation, and you may have to think
once in a while.
In such circumstances, it pays to
have prehandled many emergencies
(i.e. updating landing sites as above),
but, otherwise, actions take place in
two modes, the conscious and the
automatic. The former can be slow
and error-prone, but has more
potential for being correct. The latter
is largely unconscious and therefore
automatic – however, it only relies
on a vast database of information (or
experience), and is not creative of
itself – a problem that may affect
inexperienced pilots.
398 Canadian Professional Pilot Studies
Learning
In simple terms, this can be defined
as a long-term change in behaviour
based on experience, whether its
other peoples' (reading, studying) or
your own.
There are several behaviour patterns
(or pilot performance levels)
concerning this:
·  Skill-based learning is based on
practice, to become part of the
"muscle memory", or motor
programs, of your body (say when
learning the piano). As such it
does not require conscious
monitoring, but it can lead to
environmental capture, that is doing
something because it's always
done and not because it's the
right thing to do (saying "3
greens", for example, without
lowering the gear). You could
also end up with the right skill
in the wrong situation (action
slip), meaning pulling the flap
lever instead of the gear (see
Ergonomics, below).
·  Rule-based learning is that which
follows procedures, like
　
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