ED Decision 2023/011/R
The subject objective is:
Learners shall recognise the necessity to constantly extend their knowledge and analyse factors which affect personal and team performance.
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TOPIC HUM 1 — PSYCHOLOGICAL
FACTORS |
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Subtopic HUM 1.1 — Cognitive |
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ADV 1.1.1 |
Describe the human information-processing model. |
2 |
Attention, perception, memory, situational awareness, decision-making, response |
ALL |
|
ADV 1.1.2 |
Describe the factors which influence human information-processing. |
2 |
Confidence, stress, learning, knowledge, experience, fatigue, alcohol/drugs, distraction, interpersonal relations |
ALL |
|
ADV 1.1.3 |
Monitor the effect of human information-processing factors on decision-making. |
3 |
Optional content: workload, stress, interpersonal relations,
distraction, confidence |
ALL |
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TOPIC HUM 2 — MEDICAL AND
PHYSIOLOGICAL FACTORS |
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Subtopic HUM 2.1 — Fatigue |
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ADV 2.1.1 |
State the factors that cause fatigue. |
1 |
Shift work Optional content: night shifts
and rosters, Regulation (EU) 2017/373[56],
ICAO/IFATCA/CANSO’s Fatigue Management Guide for Air Traffic Service
Providers |
ALL |
|
ADV 2.1.2 |
Describe the onset of fatigue. |
2 |
Regulation (EU) 2017/373 Optional content: lack of
concentration, listlessness, irritability, frustration, ICAO/IFATCA/CANSO’s
Fatigue Management Guide for Air Traffic Service Providers |
ALL |
|
ADV 2.1.3 |
Recognise the onset of fatigue in self. |
1 |
Optional
content: ICAO/IFATCA/CANSO’s Fatigue Management Guide for Air Traffic
Service Providers |
ALL |
|
ADV 2.1.4 |
Recognise the onset of fatigue in others. |
1 |
ALL |
|
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ADV 2.1.5 |
Describe appropriate action when recognising fatigue. |
2 |
ALL |
|
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Subtopic HUM 2.2 — Fitness |
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ADV 2.2.1 |
Recognise signs of lack of personal fitness. |
1 |
|
ALL |
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ADV 2.2.2 |
Describe actions when aware of a lack of personal fitness. |
2 |
|
ALL |
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TOPIC HUM 3 — SOCIAL AND ORGANISATIONAL
FACTORS |
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Subtopic HUM 3.1 — Team resource management (TRM) |
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ADV 3.1.1 |
State the relevance of TRM. |
1 |
Optional
content: TRM course, EUROCONTROL Guidelines for the development of TRM
training |
ALL |
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ADV 3.1.2 |
State the content of the TRM concept. |
1 |
Optional
content: teamwork, human error, team roles, stress, decision-making,
communication, situational awareness |
ALL |
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Subtopic HUM 3.2 — Teamwork and team roles |
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ADV 3.2.1 |
Identify reasons for conflict. |
3 |
ALL |
|
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ADV 3.2.2 |
Describe actions to prevent human conflicts. |
2 |
Optional
content: TRM team roles |
ALL |
|
ADV 3.2.3 |
Describe strategies to cope with human conflicts. |
2 |
Optional
content: in your team, in the simulator |
ALL |
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Subtopic HUM 3.3 — Responsible behaviour |
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ADV 3.3.1 |
Consider the factors which influence responsible behaviour. |
2 |
Optional
content: situation, team, personal situation and judgement, instance of
justification, moral motivation, personality |
ALL |
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ADV 3.3.2 |
Apply responsible judgement. |
3 |
Case study and discussion about a dilemma situation |
ALL |
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TOPIC HUM 4 — STRESS |
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Subtopic HUM 4.1 — Stress |
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ADV 4.1.1 |
Recognise the effects of stress on performance. |
1 |
Stress and its symptoms in self and in others Optional
content: Regulation (EU) 2017/373 |
ALL |
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Subtopic HUM 4.2 — Stress management |
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ADV 4.2.1 |
Act to reduce stress. |
3 |
The effect of personality in coping with stress, the benefits of active stress management |
ALL |
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ADV 4.2.2 |
Respond to a stressful situation by offering, asking or accepting assistance. |
3 |
Optional
content: the benefits of offering, accepting and asking for help in
stressful situations |
ALL |
|
ADV 4.2.3 |
Recognise the effect of shocking and stressful events. |
1 |
Self and others, abnormal situations, Critical Incident Stress Management (CISM) |
ALL |
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ADV 4.2.4 |
Consider the benefits of Critical Incident Stress Management (CISM). |
2 |
ALL |
|
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ADV 4.2.5 |
Explain procedures to be used following an incident/accident. |
2 |
Optional
content: CISM, counselling, human element |
ALL |
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TOPIC HUM 5 — HUMAN ERROR |
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Subtopic HUM 5.1 — Human error |
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ADV 5.1.1 |
Explain the relationship between error and safety. |
2 |
Number and combination of errors, proactive versus reactive approach to discovery of error Optional
content: ICAO Circular 314 — AN/178 Threat and Error Management (TEM) in Air
Traffic Control |
ALL |
|
ADV 5.1.2 |
Differentiate between the types of error. |
2 |
Slips, lapses, mistakes Optional
content: ICAO Circular 314 — AN/178 Threat and Error Management (TEM) in Air
Traffic Control |
ALL |
|
ADV 5.1.3 |
Describe error-prone conditions. |
2 |
Optional
content: increase in traffic, changes in procedures, complexities of systems
or traffic, weather, unusual occurrences |
ALL |
|
ADV 5.1.4 |
Collect examples of different error types, their causes and consequences for ATC. |
3 |
Optional
content: ICAO Circular 314 — AN/178 Threat and Error Management (TEM) in Air
Traffic Control |
ALL |
|
ADV 5.1.5 |
Explain how to detect errors to compensate for them. |
2 |
STCA, MSAW, individual and collective strategy Optional
content: ICAO Circular 314 — AN/178 Threat and Error Management (TEM) in Air
Traffic Control |
ALL |
|
ADV 5.1.6 |
Execute corrective actions. |
3 |
Error compensation Optional
content: ICAO Circular 314 — AN/178 Threat and Error Management (TEM) in Air
Traffic Control |
ALL |
|
ADV 5.1.7 |
Explain the importance of error management. |
2 |
Optional
content: prevention of incidents, safety improvement, revision of procedures
and/or working practices |
ALL |
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ADV 5.1.8 |
Describe the impact on an ATCO’s performance following an occurrence/incident. |
2 |
Optional
content: reporting, SMS, investigation, CISM |
ALL |
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Subtopic HUM 5.2 — Violation of rules |
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ADV 5.2.1 |
Explain the causes and dangers of violation of rules becoming accepted as a practice. |
2 |
Optional
content: ICAO Circular 314 — AN/178 Threat and Error Management (TEM) in Air
Traffic Control |
ALL |
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TOPIC HUM 6 — COLLABORATIVE
WORK |
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Subtopic HUM 6.1 — Communication |
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ADV 6.1.1 |
Use communication effectively in ATC. |
3 |
ALL |
|
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ADV 6.1.2 |
Analyse examples of pilot–controller communication for effectiveness. |
4 |
ALL |
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Subtopic HUM 6.2 — Collaborative work within the same area of responsibility |
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ADV 6.2.1 |
List communication means between controllers in charge of the same area of responsibility (sector or tower). |
1 |
Optional
content: electronic, written, verbal and non-verbal communication |
ALL |
|
ADV 6.2.2 |
Explain consequences of the use of communication means on effectiveness. |
2 |
Optional
content: strip legibility and encoding, label designation, feedback |
ALL |
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ADV 6.2.3 |
List possible actions to provide a safe position handover. |
1 |
Optional
content: rigour, preparation, overlap time |
ALL |
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ADV 6.2.4 |
Explain consequences of a missed position handover process. |
2 |
ALL |
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Subtopic HUM 6.3 — Collaborative work between different areas of responsibility |
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ADV 6.3.1 |
List factors and means for an effective coordination between sectors and/or tower positions. |
1 |
Optional
content: other sectors’ constraints, electronic coordination tools |
ALL |
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Subtopic HUM 6.4 — Controller–pilot cooperation |
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ADV 6.4.1 |
Describe parameters affecting controller–pilot cooperation. |
2 |
Optional
content: workload, mutual knowledge, controller versus pilot mental picture |
ALL |
[applicable until 3 August 2024 - ED
Decision 2019/023/R]
[56] Â Â Commission Implementing Regulation (EU) 2017/373 of 1 March 2017 laying down common requirements for providers of air traffic management/air navigation services and other air traffic management network functions and their oversight, repealing Regulation (EC) No 482/2008, Implementing Regulations (EU) No 1034/2011, (EU) No 1035/2011 and (EU) 2016/1377 and amending Regulation (EU) No 677/2011 (OJ L 62, 8.3.2017, p. 1).
Air Traffic Controller (ATC) training emphasizes human factors, including psychological, medical, and social elements. Trainees learn about information processing, fatigue, stress management, teamwork, and communication. The curriculum covers error detection, responsible behavior, and collaborative work to improve aviation safety and team performance.
* Summary by Aviation.Bot - Always consult the original document for the most accurate information.
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