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