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EASA Human Factors

Course Syllabus

Quarter / Semester To Be Determined by each college

Instructor: To Be Determined by each college

Office: To be completed by each college per their requirements

Office Hours: To be completed by each college per their requirements
Office Phone: To be completed by each college per their requirements
E-mail Address: To be completed by each college per their requirements
Webpage: To be completed by each college per their requirements
Course Page: To be completed by each college per their requirements
Class Hours: To be completed by each college per their requirements

A. Course Description
This 11 hour course was developed for current AMTS students, veterans with aviation
experience and aviation maintenance industry professionals to fill in knowledge gaps between
current FAA curriculum and EASA curriculum. Upon successful completion of this course,
students will be better prepared to pass the EASA module 9 exam as part of the self-improver
pathway to an EASA aviation maintenance engineer license. This instructor led course
introduces students to a wide variety of human factors topics and seems to work best with as
much guided discussion as possible. Both instructors and students are encouraged to share
examples of personal experiences involving aviation for each topic discussed.

B. Course Organization
This course is a lecture course in which topics are presented by the instructor, human factors
are explained, and assigned case studies are analyzed by students during lecture periods.
Quizzes are given periodically, and there is a comprehensive final exam. EASA Human Factors
students generally have had limited or no experience or exposure to human factors.

C. Course Objectives
1) Understand the importance of human factors in aviation
2) Recognize human factors errors
This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
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 Page |2

3) Identify safety nets

4) Discuss strategies to prevent future accidents

D. Course Topics
This course will cover the following topics:
1) General
a. Why human factors
b. What is human factors
c. What causes mishaps
d. The SHEL model
e. Breaking the chain
f. Dupont’s dirty dozen
2) Human Performance and Limitations
a. Components of the eye
b. Factors affecting vision
c. Hearing
d. Decision making process
e. The brain’s dual processors
f. Mental processing
g. Collecting accurate information
h. Situational awareness
3) Social Psychology
a. Responsibility
b. Motivation
c. Maslow’s hierarchy of needs
d. Peer pressure
e. Culture
f. Errors vs. Violations
4) Teamwork
a. Working together
b. Teamwork challenges
c. Synergy
d. Accountability
e. Integrity
f. Team dynamics
g. Team structure
h. Leadership and supervision

5) Stress and Fatigue

a. Behaviors
b. Stress performance curve
c. Managing stress
d. Circadian fatigue cycle
This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
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 Page |3

e. Causes of fatigue
f. Managing fatigue
g. Physiology of sleep
h. Sleep cycles
6) Physical Environment
a. Fumes
b. Lighting
c. Climate and temperature
d. Motion and vibration
e. Confined spaces
7) Planning and preparation
a. Preparation
b. Documentation
c. Objectives
d. Safety nets
e. Tools, manuals and PPE
f. What if planning
g. Designing procedure to minimize error
8) Task Management
a. Personal limiting factors
b. Resources
c. Priorities
d. Proficiency
9) Communication
a. Communication loop
b. Pitfalls
c. Effective techniques
d. Active listening
e. Basic principles
f. Assertiveness
g. Written communication
10) Human Error
a. Error models and theories
b. Types of errors
c. Reason’s causation model
d. Types of errors in maintenance
e. Errors and consequences
f. Avoiding and managing errors
11) Hazards in The Workplace
a. Employer responsibilities
b. Individual responsibilities
c. Working on aircraft
d. Risk assessment
This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
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E. Text and Required Supplies

1) Required Supplies: Human Factors workbook
2) Optional texts:
a. Module 9: Human Factors for EASA Part-66, Total Training Support, Integrated
Training System
b. Module 9: Human Factors, Aircraft Technical Book Co.

F. Grading Plan *
In keeping with EASA regulations, a passing grade is 75% or higher.
A = 95 – 100%
B = 85 – 94%
C = 75 – 84%
F = 74% or lower

Coursework will be weighted as follows:

1. Case studies/Activities 40% *
2. Quizzes 20% *
3. Final Exam 30% *
4. Attendance 10% *

Case Studies/Activities:
There will be three activities throughout this course, two small group case study activities and
an individual activity to be completed by each student during the class period. There will be no
make-up activities.

Quizzes:
Quizzes will relate to current and previous content and will be given at any time during any
class period. There will be no make-up quizzes.

Final Exam:
The final exam will be an essay exam and will be given at a date and time to be determined by
the college.

Attendance:
No more than 10% of class time can be missed during this 11 hour course. *

G. Classroom Rules of Conduct*

 No radios or cell phones are allowed in class.
 Food and beverages are not permitted in the classroom.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
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H. Emergency Procedures*
 Evacuation Procedures: To be completed by each college per their requirements
 First aid kit: To be completed by each college per their requirements
 Campus Security: To be completed by each college per their requirements

I. Your Ideas, Evaluations, Etc.*

In general, your ideas, comments and questions are welcome. Your grade will be based on your
coursework and attendance.

J. Suggestions for Success*

Come to each class prepared to participate and be engaged in the material.

*College to adjust to be compliant with their college’s requirements

EASA Human Factors Syllabus Outline Final 04-2014 by Air Washington is licensed under a Creative Commons
Attribution-ShareAlike 4.0 International License.

EASA Human Factors

Lesson Plans

Lesson 1 - General

Lesson Objectives
1) Understand what human factors are
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solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
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2) Identify Dupont’s Dirty Dozen

Time Suggested Lesson Flow Resources needed

Slides, Handouts and Activities

Use the slides and the handouts as guides to introduce and
define the key terms and subject areas.

20 min. Introductions & Overview

 Instructor and student introductions
 Provide brief overview of course policy and procedures
and any other logistics
 Set expectations for breaks, cell phones, participation,
etc.
o Breaks: Suggested breaks are brief 5-10 minute
breaks per every hour of instruction
 Take care of any registration housekeeping

30 min. Lesson 1 – General PPT slides

5 min. a. General 1-4
4 min. b. Why human factors 5-6
4 min. c. What is human factors 7
4 min. d. What causes mishaps 8
5 min. e. The SHEL model 9
3 min. f. Breaking the chain 10
5 min. g. Dupont’s dirty dozen 11

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 Page |7

EASA Human Factors

Lesson 2 – Human Performance and Limitations

Lesson Objectives
1) Understand how human performance and limitations affect human factors

Time Suggested Lesson Flow Resources needed

Slides, Handouts and Activities

Use the slides and the handouts as guides to introduce and
define the key terms and subject areas.

25 min. Lesson 2 – Human Performance and Limitations PPT slides

3 min. a. Components of the eye 12 - 13
2 min. b. Factors affecting vision 14
2 min. c. Hearing 15
3 min. d. Decision making process 16 – 17
3 min. e. The brain’s dual processors 18
5 min. f. Mental processing Activity 19 - 22
2 min. g. Collecting accurate information 23
5 min. h. Situational awareness 24 - 27

5 min. Activity PPT slides

19 - 22

20 min. Quiz – General/Human Performance Quiz Handout

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
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Quiz - General/Human Performance

1: List three people, groups of people or organizations that may contribute to the mishap chain of events:

2: According to Dupont’s dirty dozen, an abundance of _____________ can lead to errors being made:
a. Communication
b. Assertiveness
c. Pressure
d. Knowledge

3: Human factors applies to people working in concert with machines and includes:
a. Sociology
b. Physiology
c. Engineering
d. All the above

4: At what decibel level does OSHA require hearing protection?

a. 85db
b. 90db
c. 70db
d. 75db

5: In the decision making process, what step follows the collection of information?
a. Make a decision
b. Follow up
c. Filter and process the information
d. Act on the information

6: Which of the brains dual processors is fast, can process many things at one time and is responsible for
patterns and routines?

7: Which of the following is not required to recover situational awareness?

a. Recognize your limitations
b. Rely on your training
c. Ask questions
d. Stop the chain early

8: When are you most likely to lose situational awareness?

a. When performing a task for the first time
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solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
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b. When interrupted while performing a task

c. When something unanticipated happens
d. All of the above

9: What is the central element of the SHEL model and interfaces with all other elements?
a. Liveware
b. Software
c. Environment
d. Hardware

10: What underlying factor in Heinrich’s triangle causes mishaps?

a. Poor communication
b. Unsafe conditions and practices
c. Lack of teamwork
d. Too much pressure

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 10

Quiz - General/Human Performance

Answer Key

1: List three people, groups of people or organizations that may contribute to the mishap chain of events:
Any of the following is correct: manufacturer, stores, flight crew, maintenance, management, or
shipping

2: According to Dupont’s dirty dozen, an abundance of _____________ can lead to errors being made:

c. Pressure

3: Human factors applies to people working in concert with machines and includes:

d. All the above

4: At what decibel level does OSHA require hearing protection?

a. 85db

5: In the decision making process, what step follows the collection of information?

c. Filter and process the information

6: Which of the brains dual processors is fast, can process many things at one time and is responsible for
patterns and routines? Subconscious

7: Which of the following is not required to recover situational awareness?

b. Rely on your training

8: When are you most likely to lose situational awareness?

d. All of the above

9: What is the central element of the SHEL model and interfaces with all other elements?

a. Liveware

10: What underlying factor in Heinrich’s triangle causes mishaps?

b. Unsafe conditions and practices

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 11

EASA Human Factors

Lesson 3 – Social Psychology

Lesson Objectives
1) Understand the role that social psychology plays in human factors

Time Suggested Lesson Flow Resources needed

Slides
Use the slides as a guide to introduce and define the key
terms and subject areas.

50 min. Lesson 3 – Social Psychology PPT slides

7 min. a. Responsibility 29 - 30
8 min. b. Motivation 31
10 min. c. Maslow’s hierarchy of needs 32
7 min. d. Peer pressure 33
8 min. e. Culture 34 - 36
10 min. f. Errors vs. violations 37

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 12

EASA Human Factors

Lesson 4 – Teamwork

Lesson Objectives
1) Understand the importance of teamwork in human factors
2) Identify teamwork challenges

Time Suggested Lesson Flow Resources needed

Slides
Use the slides as guides to introduce and define the key
terms and subject areas.

30 min. Lesson 4 – Teamwork PPT slides

4 min. a. Working together 38 – 40
3 min. b. Teamwork challenges 41
3 min. c. Synergy 42
2 min. d. Accountability 43
2 min. e. Integrity 44
3 min. f. Team dynamics 45
8 min. g. Team structure 46 - 47
5 min. h. Leadership and supervision 48 - 51

20 min. Quiz – Social Psychology/Teamwork Quiz Handout

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 13

Quiz - Social Psychology/Teamwork

1: Rewards and punishment are examples of:

a. Internal motivation
b. External motivation
c. A good safety program
d. A good supervisor

2: Which of the following is an example of perceived pressure?

a. My supervisor tells me to hurry up and finish the job
b. My coworker give me a hard time for being slow
c. I think my boss wants this job done right away
d. I wasn’t given enough time to do the job safely

3: Organizational cultures are established from:

a. The top down
b. The bottom up
c. Employees
d. Supervisors

4: A Barrier to a good safety culture is:

a. A lack of consequences for unsafe behavior
b. A reluctance to reward good safety practices
c. Blaming individuals rather than making real safety decisions
d. All of the above

5: Which of the following is not an example of a typical organizations sub-cultures?

a. Business culture
b. Safety culture
c. Shift or group culture
d. Political culture

6: An error is defined as an:

a. Unintended action
b. Deliberate action
c. No action
d. All the above

7: Supervisors are in danger of becoming _____________ if the work they review is almost always correct.
a. Fatigued
b. Stressed
c. Complacent
d. Pressured

8: When two people work together and offer differing yet complementary perspectives, they have good:
This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 14

a. Accountability
b. Integrity
c. Communication
d. Synergy

9: All of the following are characteristics of an effective team except:

a. Arguing
b. Listening
c. Disagreement
d. Clear expectations

10: What can affect a team’s dynamics?

a. Lack of confidence
b. Being unfamiliar with others
c. An unwillingness to participate
d. All of the above

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 15

Quiz - Social Psychology/Teamwork

Answer Key

1: Rewards and punishment are examples of:

b. External motivation

2: Which of the following is an example of perceived pressure?

c. I think my boss wants this job done right away

3: Organizational cultures are established from:

a. The top down

4: A Barrier to a good safety culture is:

d. All of the above

5: Which of the following is not an example of a typical organizations sub-cultures?

d. Political culture

6: An error is defined as an:

a. Unintended action

7: Supervisors are in danger of becoming _____________ if the work they review is almost always correct.
c. Complacent

8: When two people work together and offer differing yet complementary perspectives, they have good:
d. Synergy

9: All of the following are characteristics of an effective team except:

a. Arguing

10: What can affect a team’s dynamics?

d. All of the above

EASA Human Factors

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 16

Lesson 5 – Stress and Fatigue

Lesson Objectives
1) Understand the impact stress and fatigue on human factors
2) Recognize causes and types of fatigue

Time Suggested Lesson Flow Resources needed

Slides and Activities

Use the slides as a guide to introduce and define the key
terms and subject areas.

Have students break into small groups to review case studies

and determine causal factors and identify failed or absent
safety nets for each case.

25 min. Lesson 5 – Stress and Fatigue PPT slides

2 min. a. Behaviors 53 - 54
3 min. b. Stress performance curve 55
3 min. c. Managing stress 56
3 min. d. Circadian fatigue cycle 57
3 min. e. Causes of fatigue 58
3 min. f. Managing fatigue 59 – 61
5 min. g. Physiology of sleep 62 - 63
3 min. h. Sleep cycles 64 - 66

15 min. Activity – Case Study 1 Workbook

15 min. Quiz – Stress and Fatigue Quiz Handout

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

Quiz - Stress and Fatigue

1: Good individual and organizational stress management can:

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 17

a. Increase performance
b. Decrease performance
c. Increase stress
d. Increase fatigue

2: Individuals can manage stress by:

a. Managing it
b. Exercising
c. Having hobbies
d. All of the above

3: Organizations can manage stress by:

a. Limiting information flow
b. Adding work
c. Ensuring employees don’t see the big picture
d. Minimizing uncertainty

4: People experience their maximum level of alertness:

a. First thing in the morning
b. Late in the afternoon
c. After midnight
d. At lunch time

5: Chronic fatigue is caused by:

a. Jet lag or shift work
b. Hard work
c. Stress
d. Repeated sleep loss

6: A good way to individually manage fatigue is to:

a. Minimize sleep loss
b. Have a drink
c. Work less
d. Seek counseling

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 18

7: How many hours of sustained wakefulness does it take for a person to exhibit similar cognitive performance
as if they had a .08 blood alcohol content?
a. 48
b. 36
c. 30
d. 22

8: During what stage of sleep does short term memory get converted to long term memory?
a. REM
b. Stage 2
c. Stage 3
d. Stage 4

9: Alcohol has the greatest effect on what stage of sleep?

a. REM
b. Stage 2
c. Stage 3
d. Stage 4

10: Circadian rhythm fatigue is caused by:

a. Jet lag or shift work
b. Hard work
c. Stress
d. Repeated sleep loss

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 19

Quiz - Stress and Fatigue

Answer Key

1: Good individual and organizational stress management can:

a. Increase performance

2: Individuals can manage stress by:

d. All of the above

3: Organizations can manage stress by:

d. Minimizing uncertainty

4: People experience their maximum level of alertness:

b. Late in the afternoon

5: Chronic fatigue is caused by:

d. Repeated sleep loss

6: A good way to individually manage fatigue is to:

d. Minimize sleep loss

7: How many hours of sustained wakefulness does it take for a person to exhibit similar cognitive performance
as if they had a .08 blood alcohol content?
d. 22

8: During what stage of sleep does short term memory get converted to long term memory?
a. REM

9: Alcohol has the greatest effect on what stage of sleep?

a. REM

10: Circadian rhythm fatigue is caused by:

d. Jet lag or shift work

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 20

EASA Human Factors

Lesson 6 – Physical Environment

Lesson Objectives
1) Understand the role of your physical environment in human factors

Time Suggested Lesson Flow Resources needed

Slides
Use the slides as a guide to introduce and define the key
terms and subject areas.

50 min. Lesson 6 – Physical Environment PPT slides

12 min. a. Fumes 69 – 70
12 min. b. Lighting 71
13 min. c. Climate and temperature 72
5 min. d. Motion and vibration 73
8 min. e. Confined spaces 74

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 21

EASA Human Factors

Lesson 7 – Planning and Preparation

Lesson Objectives
1) Understand how planning and preparation affect human factors
2) Identify safety nets

Time Suggested Lesson Flow Resources needed

Slides
Use the slides as a guide to introduce and define the key
terms and subject areas.

50 min. Lesson 7 – Planning and Preparation PPT slides

7 min. a. Planning and Preparation 75-76
6 min. b. Documentation 77
6 min. c. Objectives 78
5 min. d. Safety nets 79
6 min. e. Tools, manuals and PPE 80
5 min. f. What if planning 81
15 min. g. Designing procedure to minimize error 82 - 83

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 22

EASA Human Factors

Lesson 8 – Task Management

Lesson Objectives
1) Understand the role that managing tasks plays in human factors

Time Suggested Lesson Flow Resources needed

Slides
Use the slides as a guide to introduce and define the key
terms and subject areas.

50 min. Lesson 8 – Task Management PPT slides

15 min. a. Personal limiting factors 84 – 85
11 min. b. Resources 86
10 min. c. Priorities 87
14 min. d. Proficiency 88

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 23

EASA Human Factors

Lesson 9 – Communication

Lesson Objectives
1) Understand the importance of communication in human factors

Time Suggested Lesson Flow Resources needed

Slides
Use the slides as a guide to introduce and define the key
terms and subject areas.

50 min. Lesson 9 – Communication PPT slides

6 min. a. Communication loop 89 –90
5 min. b. Pitfalls 91
6 min. c. Effective techniques 92
6 min. d. Active listening 93
5 min. e. Basic principles 94
15 min. f. Assertiveness 95 - 98
7 min. g. Written communication 99

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 24

EASA Human Factors

Lesson 10 – Human Error

Lesson Objectives
1) Recognize human factors errors

Time Suggested Lesson Flow Resources needed

Slides and Activities

Use the slides as a guide to introduce and define the key
terms and subject areas.

Have students break into small groups to review case studies

and determine causal factors and identify failed or absent
safety nets for each case.

20 min. Lesson 10 – Human Error PPT slides

3 min. a. Error models and theories 100 – 101
3 min. b. Types of errors 102
4 min. c. Reason’s causation model 103 - 104
3 min. d. Types of errors in maintenance 106
4 min. e. Errors and consequences 107
3 min. f. Avoiding and managing errors 108

15 min. Activity: Case Study 2 Workbook

PPT slide 105

15 min. Quiz - Physical Environment/Planning and Preparation/Task Quiz

Management/Communication/
Human Error

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 25

Quiz - Physical Environment/Planning and Preparation/Task Management/Communication/

Human Error

1: A confined space that requires a permit to enter has a danger of:

a. An unbreathable atmosphere
b. Entrapment
c. Submersion
d. All of the above

2: Regulations, policies, procedures and practices that help prevent mishaps are:
a. Types of rules
b. Always required
c. Safety nets
d. Hard to work with

3: The people who write the manuals usually have:

a. Some understanding of the job
b. The big picture
c. No idea what they are talking about
d. All of the above

4: A well thought out and properly designed procedure:

a. Creates an accurate mental model
b. Is complex
c. Has difficult and confusing steps
d. Does not need fail safe’s built in

5: As an aircraft mechanic, your priorities are (number 1-3 based on order of importance)
____ Follow procedures
____ Safety
____ Job completion
6: To maintain your proficiency you should:
a. Practice
b. Reinforce good habits
c. Fight complacency during repetitive tasks
d. All of the above

7: One of the pitfalls of verbal communication is that only a very small percentage of comprehension comes
from:
a. The words we use
This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 26

b. Body language
c. Tone of voice
d. Eye contact

8: In the hierarchy of communications, information should be shared in the following order:

____ Administrative
____ Directive
____ Descriptive

9: Forgetting to do something is what type of error?

a. Violation
b. Mistake
c. Omission
d. Slip

10: The largest percentages of errors in aircraft maintenance are attributed to:
a. Skill based errors
b. Unclassifiable errors
c. Rule based errors
d. Knowledge based errors

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 27

Quiz - Physical Environment/Planning and Preparation/Task Management/Communication/

Human Error

Answer Key

1: A confined space that requires a permit to enter has a danger of:

d. All of the above
2: Regulations, policies, procedures and practices that help prevent mishaps are:
c. Safety nets
3: The people who write the manuals usually have:
b. The big picture
4: A well thought out and properly designed procedure:
a. Creates an accurate mental model
5: As an aircraft mechanic, your priorities are (number 1-3 based on order of importance)
1 Safety 2 Follow procedures 3 Job completion
6: To maintain your proficiency you should:
d. All of the above
7: One of the pitfalls of verbal communication is that only a very small percentage of comprehension comes
from:
a. The words we use
8: In the hierarchy of communications, information should be shared in the following order:
1 Directive 2 Descriptive 3 Administrative
9: Forgetting to do something is what type of error?
c. Omission
10: The largest percentages of errors in aircraft maintenance are attributed to:
c. Rule based errors

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 28

EASA Human Factors

Lesson 11 – Hazards in the Workplace

Lesson Objectives
1) Understand hazards in the workplace and their effect on human factors
2) Identify individual responsibilities for hazard prevention

Time Suggested Lesson Flow Resources needed

Slides
Use the slides as a guide to introduce and define the key
terms and subject areas.

50 min. Lesson 11 – Hazards in the Workplace PPT slides

15 min. a. Employer responsibilities 110 – 111
10 min. b. Individual responsibilities 112
12 min. c. Working on aircraft 113
13 min. d. Risk assessment 114

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
 P a g e | 29

EASA Human Factors

Time Suggested Lesson Flow Resources needed

50 min. Final Exam PPT slides

116

Final Exam

Read the Britt Airways, Inc. case study. Use the dirty dozen list at the front of the workbook and choose
ten that apply to this mishap. Cite specific examples from the case study to explain your answer in the
space provided or extra sheet of paper if necessary.

While there may be several instances or errors for each item on the dirty dozen list, you may only use
each dirty dozen cause once. For example, there may be several instances of a lack of communication
however, you may only list one. If you list more than one, only the first one listed will be counted.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Unless otherwise specified, this work by the Washington State Colleges is licensed under a Creative Commons Attribution 3.0 Unported License. The Open
Course Library is funded by the Bill & Melinda Gates Foundation and the Washington State Legislature

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.