Mastering Automation: New Airline Pilots’ Perspective

ABSTRACT

Aircraft accidents over the last decade have raised questions about the most effective way to transition pilots onto new aircraft automation systems. This debate can range from the details contained within aircraft flight manuals to computer-based versus simulator-based training. While some questions are still under consideration, most fall short in the understanding of how pilots “actually” learn. The researchers conducted a longitudinal study focusing on pilot learning; through interviews, observations, and field documentation, 10 pilot trainees from two regional airlines were followed for 5 months throughout their initial airline training. Using joint cognitive systems theory, and concepts from curriculum theory to understand the utility of training programs, the study revealed gaps between the airlines’ intended learning outcomes and the trainees’ actual experiences. The findings demonstrate that automation, as opposed to other aircraft systems, may require different approaches to learning. Recommendations for possible modifications to current pilot training are discussed.

Highlights

• Conducted a longitudinal study into learning automation during initial airline training

• Study revealed gaps in transfer of classroom-based training to simulator and aircraft

• Refinement of automation system use occurred late during daily flight operations

• To reduce transfer gap, modification to current training structure was recommended

Acknowledgement

The first author would like to thank Professor Sarojni Choy for her advice and guidance on Curriculum Theory during the development of the study, and later during the write up of the larger study. The authors would especially like to thank all pilots who had participated in the study and their sharing of their experiences throughout the course of the training program.

Disclosure of potential conflict of interest

The authors declare that there are no conflicts of interest.

Additional information

Funding

This work was supported by the Australian Research Council Linkage Program [LP140100057, 2014-2018]. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Notes on contributors

Kassandra Kim Yoke Soo

Kassandra Kim Yoke Soo completed her honors in psychology in 2015 investigating mixed fleet flying in regional aircraft. She completed her PhD at the Griffith Institute for Educational Research (GIER) in Brisbane Australia, conducting a longitudinal study into the learning and development of new pilots into airlines.

Timothy J. Mavin

Timothy J. Mavin is an associate professor at GIER and Wing Commander in the Royal Australian Air Force. He has over 10,000 hours of flight time, was a Boeing 737 simulator instructor, flight operations inspector, and a registered schoolteacher in Queensland. He has over 50 publications in education and training.

Yoriko Kikkawa

Yoriko Kikkawa is a research fellow at GIER. Yoriko conducts cross-cultural, cross-sector, and cross-disciplinary research. She has investigated school teaching practices across cultures, simulator-based training with airline pilots, understanding workplace accident in elevated-work platforms in the Australian Construction Industry, and simulator-based training in emergency maternity medicine.