# Presentation: 517937

## Slide 1

**Notes:**
Suggest that you add a text box with your name and contact information below  the “Prepared by” information.

## 4a

**The PEAR Model**

**4****a**

**Notes:**
Run video.  

## Models make it easier to understand complex things

Easy to remember

Models can be 2-D, 3-D, or mental

- Models make it easier to understand complex things
- Easy to remember
- Models can be 2-D, 3-D, or mental

**Why Use Models?**

**Notes:**
Models are used as a means to better explain and understand complex concepts and systems.  Certainly you have seen three-dimensional scale models of buildings, cities, aircraft or components.  Models do not have to be in three dimensions to be helpful.  A clear sketch or photograph is another type of model.  A model can also be more abstract - for example, a simple block diagram.  Another model is called a “mental model."  For example, your colleague may say to you, “the restaurant is about 3 kilometers northeast of the airport on Highway 1.”  In that case, you merely imagine the model in your head.  Other mental models may be based on metaphors.  For example, you can say "He is as strong as a bull."  In this course we will offer two models that will help you remember human factors.  The models are SHELL and PEAR.

## Slide 4

**Notes:**
Models are used as a means to better explain and understand complex concepts and systems.  Certainly you have seen three-dimensional scale models of buildings, cities, aircraft or components.  Models do not have to be in three dimensions to be helpful.  A clear sketch or photograph is another type of model.  A model can also be more abstract - for example, a simple block diagram.  Another model is called a “mental model."  For example, your colleague may say to you, “the restaurant is about 3 kilometers northeast of the airport on Highway 1.”  In that case, you merely imagine the model in your head.  Other mental models may be based on metaphors.  For example, you can say "He is as strong as a bull."  In this course we will offer two models that will help you remember human factors.  The models are SHELL and PEAR.

## Originally used for pilot’s crew resource management (CRM)

Has served human factors training well – worldwide

A bit abstract

- Originally used for pilot’s crew resource management (CRM)
- Has served human factors training well – worldwide
- A bit abstract

**The SHELL Model**

**Notes:**
FAA is promoting the PEAR model.  However, the SHELL model has also been widely used, and therefore, is offered here.  The SHELL model was created by Professor Edwards in the early 1970's. The original purpose was to teach flight crews about Crew Resource Management (CRM). However, the model also helps us to understand maintenance environments. The SHELL model is comprised of the following parts: S for Software; H for hardware; E for Environment; and there are two Ls for Liveware.

## Slide 6

**Notes:**
FAA is promoting the PEAR model.  However, the SHELL model has also been widely used, and therefore, is offered here.  The SHELL model was created by Professor Edwards in the early 1970's. The original purpose was to teach flight crews about Crew Resource Management (CRM). However, the model also helps us to understand maintenance environments. The SHELL model is comprised of the following parts: S for Software; H for hardware; E for Environment; and there are two Ls for Liveware.

## S includes all documentation

H is physical stuff, like tools and equipment

E is for the physical and social environment

L-1 is for individuals

L-2 is for groups

- S includes all documentation
- H is physical stuff, like tools and equipment
- E is for the physical and social environment
- L-1 is for individuals
- L-2 is for groups

**The SHELL Model Explained**

**Notes:**
S, the first letter in the SHELL model, applies to Software. Software with regard to SHELL is not necessarily computer software. It refers to such things as the rules and procedures of operation, technical manuals, and information to support system operation. The H is the Hardware, which are quite clearly the tools, hangars, aircraft, buildings and other such physical things. E represents the Environment, which is actually two distinctly different environments: the physical work environment, including factors like temperature, lighting or humidity,  and the political and social environment. That includes abstract factors like corporate communications or company profitability. The L in Shell stands for Liveware, and uses 2 Ls. The first L represents the individual human characteristics like knowledge, skills, experience, attitude and culture. The second L refers to the human in groups, including such factors as teamwork, communication, group norms and leadership. In summary, if you can remember the word SHELL, like the oil company, you can remember key considerations for human factors.

## Slide 8

**Notes:**
S, the first letter in the SHELL model, applies to Software. Software with regard to SHELL is not necessarily computer software. It refers to such things as the rules and procedures of operation, technical manuals, and information to support system operation. The H is the Hardware, which are quite clearly the tools, hangars, aircraft, buildings and other such physical things. E represents the Environment, which is actually two distinctly different environments: the physical work environment, including factors like temperature, lighting or humidity,  and the political and social environment. That includes abstract factors like corporate communications or company profitability. The L in Shell stands for Liveware, and uses 2 Ls. The first L represents the individual human characteristics like knowledge, skills, experience, attitude and culture. The second L refers to the human in groups, including such factors as teamwork, communication, group norms and leadership. In summary, if you can remember the word SHELL, like the oil company, you can remember key considerations for human factors.

## The PEAR Model

- PEAR is easy to remember
- It works for maintenance
- It is matched with the SHELL
- 	model

**The PEAR Model**

**Notes:**
The PEAR Model covers the same content as the SHELL model, but the terms are a bit less abstract. Dr. Michael Maddox and Dr. Bill Johnson developed the PEAR model as an easy way for aviation maintenance personnel to remember human factors. Remember the fruit, the PEAR: P is for People; E is for the Environment in which they work; A is for the Actions they perform, and R is for the Resources necessary to perform the work. If you remember the words for these four letters then you will always maintain the basic "know how" to consider the human factors within any work environment.

## Slide 10

**Notes:**
The PEAR Model covers the same content as the SHELL model, but the terms are a bit less abstract. Dr. Michael Maddox and Dr. Bill Johnson developed the PEAR model as an easy way for aviation maintenance personnel to remember human factors. Remember the fruit, the PEAR: P is for People; E is for the Environment in which they work; A is for the Actions they perform, and R is for the Resources necessary to perform the work. If you remember the words for these four letters then you will always maintain the basic "know how" to consider the human factors within any work environment.

## People who perform the job

Organizational and physical environment

Actions (tasks) performed as part of the job

Tools, procedures, and other resources

- Organizational and physical environment
- Actions (tasks) performed as part of the job
- Tools, procedures, and other resources

**PEAR**

**Notes:**
The PEAR model covers the same content as the SHELL model, but the terms are a bit less abstract.  Dr. Michael Maddox and Dr. Bill Johnson developed the PEAR model as an easy way for aviation maintenance personnel to remember human factors.  Remember the fruit, the PEAR:  P is for People; E is for the Environment in which they work; A is for the Actions they perform, and R is for the Resources necessary to perform the work.  If you remember the words for these four letters, then you will always maintain the basic "know how" to consider the human factors within any work environment.
An example of the first Level 2 slide in each topic area. 

## People

**Physical **
-   Size
-   Gender
-   Age
-   Strength
-   The five senses

**Physiological **
-   Health
-   Nutrition
-   Lifestyle
-   Alertness/fatigue
-   Chemical dependency

**Psychological **
-   Experience
-   Knowledge
-   Training
-   Attitude
-   Emotional state

**Psychosocial **
-   Interpersonal relations
-   Ability to communicate
-   Empathy
-   Leadership

**People**

**Notes:**
Merely select a few of them and talk about it.  There are level 3 details for:  Fatigue, anthropometrics, and sensing, and perception examples.

## People — Size — Anthropometrics

-   Health
-   Nutrition
-   Lifestyle
-   Alertness/fatigue
-   Chemical dependency

**Physical **
-   Size
-   Gender
-   Age
-   Strength
-   The five senses

**Psychological **
-   Experience
-   Knowledge
-   Training
-   Attitude
-   Emotional state

**Psychosocial **
-   Interpersonal relations
-   Ability to communicate
-   Empathy
-   Leadership

- Let’s review one

**People ****—**** Size ****—**** Anthropometrics**

**Notes:**
Physical size deals with issues of anthropometrics, matching the people to the job.  Discuss jobs that are more fit for large people or small people.  For example, large people are often more able to lift heavy things, and smaller people can work in restricted/confined spaces.

## Anthropometry

- User populations
- Why it’s important
- Male/female split
- Individual variation
- Use of “percentiles”
- The myth of the 50th percentile person
- 5th through 95th percentile

**Anthropometry**

**Notes:**
AMTs span a wide range of body sizes.  Anthropometry data can be used to ensure workplaces, tools, requirements for lifting parts, etc., are appropriate to the size and strength of the people who will be doing the jobs.

## Anthropometry Percentiles

**Anthropometry Percentiles**

**Notes:**
Groups of people do not have the same body dimensions.  For each body dimension, there is an approximate “normal” distribution, sometimes called a bell-shaped curve.  We should never design things for the 50th percentile of the population.  If we do that, then we ensure that it won’t fit most of the people who do the job.  For example, designing doorway heights for the 50th percentile would result in doors that are about 5’6” high.  We need to design for the extremes - 5th percentile female to 95th percentile male.

## People — Vision and Hearing

-   Health
-   Nutrition
-   Lifestyle
-   Alertness/fatigue
-   Chemical dependency

**Physical **
-   Size
-   Gender
-   Age
-   Strength
-   The five senses

**Psychological **
-   Experience
-   Knowledge
-   Training
-   Attitude
-   Emotional state

**Psychosocial **
-   Interpersonal relations
-   Ability to communicate
-   Empathy
-   Leadership

- The Five Senses

**People ****—**** Vision and Hearing**

**Notes:**
Now let’s look at sensing and perception.

## European Aviation Safety Agency (EASA) requires an understanding of the eye, the ear, and the nose

FAA places more emphasis on protection 

The following slides show EASA-level details

- FAA places more emphasis on protection
- The following slides show EASA-level details

**People ****—**** Vision and Hearing**

**Notes:**
There are no FAA regulations to force you to address sensing and perception in your human factors program.  However, EASA rules do require that you address such issues.

## People — Vision

- This animation reviews the parts of the eye and how they function
- Wear your safety glasses
- Have a regular eye exam

**People ****—**** Vision**

**Notes:**
It is important to explain the function of the eyes so that we can better understand sight and possible visual impairments.  The eye has four main tasks:  The perception of brightness, color, space and form and movement.  The eye is similar to a simple camera with a shutter, a lens, and a light-sensitive background.  In the case of the eye these are called: - IRIS, - LENS and - RETINA.  Light passes through the cornea, the pupil, and the lens onto the retina, stimulating light-sensitive cells.  This stimulation produces small electrical impulses that are transmitted to the brain via the optic nerve.  The eye adapts constantly to changing visual tasks.  These include ADAPTATION - controlling the incidence of light; ACCOMMODATION - focusing; and FIXATION - locating direction.  All three activities are physiologically dependent on each other and are controlled by six muscles.

## Slide 19

**Notes:**
It is important to explain the function of the eyes so that we can better understand sight and possible visual impairments.  The eye has four main tasks:  The perception of brightness, color, space and form and movement.  The eye is similar to a simple camera with a shutter, a lens, and a light-sensitive background.  In the case of the eye these are called: - IRIS, - LENS and - RETINA.  Light passes through the cornea, the pupil, and the lens onto the retina, stimulating light-sensitive cells.  This stimulation produces small electrical impulses that are transmitted to the brain via the optic nerve.  The eye adapts constantly to changing visual tasks.  These include ADAPTATION - controlling the incidence of light; ACCOMMODATION - focusing; and FIXATION - locating direction.  All three activities are physiologically dependent on each other and are controlled by six muscles.

## People — Hearing

- This animation reviews the parts of the ear and how they function
- Wear hearing protection
- Have an audio check-up

**People ****—**** Hearing**

**Notes:**
The ear has two main tasks - to provide hearing and balance.  Both are important for our occupation.  Here we will deal mainly with hearing.  The ear is made up of the outer, middle and inner ear.  The three sections transform sound waves into nerve impulses, which the brain recognizes as sounds.  The sound waves are directed to the eardrum through the auditory canal.  The vibrations are "mechanically" transferred to the membrane of the cochlea, which is filled with liquid, by small bones in the ear.  The liquid oscillates, stimulating millions of tiny hairs, which in turn stimulate the nerves.  The hearing range of a healthy, young individual is from 20 Hz (Hertz) to 20,000 Hz.  It is most sensitive at about 3,000 Hz.  When flying or diving you often have an unpleasant sensation in the ears.  The cavity of the middle ear is connected to the mouth and throat by the "Eustachian tube".  In extreme cases, if ventilation is limited or if a great change of pressure suddenly occurs, the eardrums can burst.

## Slide 21

**Notes:**
The ear has two main tasks - to provide hearing and balance.  Both are important for our occupation.  Here we will deal mainly with hearing.  The ear is made up of the outer, middle and inner ear.  The three sections transform sound waves into nerve impulses, which the brain recognizes as sounds.  The sound waves are directed to the eardrum through the auditory canal.  The vibrations are "mechanically" transferred to the membrane of the cochlea, which is filled with liquid, by small bones in the ear.  The liquid oscillates, stimulating millions of tiny hairs, which in turn stimulate the nerves.  The hearing range of a healthy, young individual is from 20 Hz (Hertz) to 20,000 Hz.  It is most sensitive at about 3,000 Hz.  When flying or diving you often have an unpleasant sensation in the ears.  The cavity of the middle ear is connected to the mouth and throat by the "Eustachian tube".  In extreme cases, if ventilation is limited or if a great change of pressure suddenly occurs, the eardrums can burst.

## Sensors in the skin perceive temperature, pressure, and other tactile information

**People ****—**** Taste / Touch / Smell**

**Notes:**
Touch is when the sensors in the skin perceive temperature and pressure and transfer the information to the brain.  Sense of touch can, for example, enable us to work with our hands and warn us of injuries.  Cells in the nose enable us to smell.  Some maintenance tasks require a "sniff check" in order to determine a system error.  To taste something, you need the "sensors" in the mouth and the nose.  That is why food tastes different when you have a cold.  However, tasting should play NO part in maintenance!

## Slide 23

**Notes:**
Touch is when the sensors in the skin perceive temperature and pressure and transfer the information to the brain.  Sense of touch can, for example, enable us to work with our hands and warn us of injuries.  Cells in the nose enable us to smell.  Some maintenance tasks require a "sniff check" in order to determine a system error.  To taste something, you need the "sensors" in the mouth and the nose.  That is why food tastes different when you have a cold.  However, tasting should play NO part in maintenance!

## How to Remember the Five Senses

- When you toast you:
- See
- 	Smell
- 		Taste
- 			Feel
- 				Hear

**How to Remember the Five Senses**

**Notes:**
The proverbial toast is a good way to recall the five senses.  For fun, first show the champagne and repeat the five senses.  If you don’t understand that, this picture explains it better, and then show beer.

## Human Senses

Human Factors
Human Factors
Human Factors

**Human Senses**
**Human Factors**
**Human Factors**
**Human Factors**

**Sensing Versus Perception**

**Notes:**
The next couple of examples show how sensing and perception can be tricked.

## A Test / Example of...Volunteer Needed

- say the color of each word on the screen.

**A Test / Example of...****Volunteer Needed**

**Notes:**
Ask for a volunteer.  The volunteer should be a native English speaker.  Let them stay in their seat but give them a microphone if the room is large.

## desk

**rock**
**cat**
**spoon**
**book**

**Sensing and Perception**

**Notes:**
Tell them to name the color of the word.  Move them along if they go slow.

## dog

**house**
**table**
**car**
**tree**

**Sensing and Perception**

**Notes:**
Rush them along.  Tell them to go faster.

## red

**blue**
**gray**
**purple**
**green**

**Sensing and Perception**

**Notes:**
In most cases they will get this wrong, especially if you rushed them.

This is called the “Stroop” test and it demonstrates that there is some mental processing that takes place between when the eyes see things and the brain understands what we see.

## What is This?

**What is This?**

**Notes:**
Ask people what they see.  Some will see “the letter B” some will see the “number 13.”

## What is This Now?

- Both the letter “B” and the number “13” are the same figure.  However, the context determines how you perceive it.
**(Coren, et al, (1994), Sensation and Perception, Harcourt Brace College Publishers)**

**What is This Now?**

**Notes:**
Humans tend to process written information, such as instructions, signs, etc., in the context in which they are used.  A single item in a series of numbers will likely be perceived as a number, whereas the same item in a series of letters will likely be seen as a letter.

## PEAR — People — Summary:  It Takes a Human to Adapt to this Kind of Work

**PEAR — People — Summary:  It Takes a Human to Adapt to this Kind of Work**

**Notes:**
Look at the complexity of the rewiring tasks, the environment, the tools.  This merely shows how humans can adapt to work.

## Environment

**Physical**
-   Weather extremes
-   Location (in/out)
-   Workspace
-   Lighting
-   Sound levels
-   Housekeeping
-   Safety issues

**Organizational **
-   Personnel
-   Supervision
-   Labor - management
-   Size of company
-   Profitability
-   Job security
-   Morale
-   Corporate culture
-   Safety culture

**Environment**

**Notes:**
Emphasize that there are two types of “environments”.  You can discuss these issues.

## Noise

- People cannot adapt to high noise levels
- Noise interferes with communication
- OSHA requires hearing protection above 85 dbA (TWA)
- Ear protection devices can also interfere with communication
- Noise increases the rate of errors

**Noise**

**Notes:**
This is not ideal hearing protection.

## Organizational Factors — Safety Culture

- Management rewards safe actions
- Everyone is empowered to stop work for safety concerns
- Employees will enforce safety practices
- Reporting unsafe acts or conditions will be rewarded
- Employees work as a team
- Formal safety management systems are due in 2009 (ICAO)

**Organizational Factors — Safety Culture**

**Notes:**
Just go through the bullet items above.

## Actions

-   What skills are necessary?
-   Steps to perform a task
-   Sequence of actions
-   Communication requirements
-   Information requirements
-   Inspection requirements
-   Certification requirements

**Actions**

**Notes:**
Discuss actions -- as a whole or individually.

## Actions — What Can You Do Today?

- Are there enough people to do the job?
- Do personnel understand the cost of aircraft damage?
- How can you motivate one another to care more?
- Are you responsible for the things that others do?

**Actions — What Can You Do Today?**

**Notes:**
Use this slide for discussion.  Ask the questions.

## Task Analysis — It’s How We Do It

- Identify the steps required to complete a task
- For each step, identify the information, tools, communication links, procedures, and so forth, necessary to complete the step

**Task Analysis — It’s How We Do It**

**Notes:**
Task analysis is an organized way to decompose a job.  You look at each task and then analyze the necessary knowledge, skills, and attitude to accomplish the task.

## Communication

- Verbal and non-verbal
- Positive listening
- Communication protocols
- Affirm reception of information (readback)
- Never assume the information you transmitted is the same information received

**Communication**

**Notes:**
This is the place to talk about communication.  There is not a chapter dedicated to communication.

## Resources

**  **Technical documentation systems
-   Test equipment
-   Enough time
-   Enough people
-   Lifts, ladders, stands, seats
-   Materials
-   Portable lighting, heating, cooling
-   Training

**Resources**

**Notes:**
These are examples of resources.  List them.  Talk about them.  Single one or more out and ask for examples.

## Are resources ever a problem?

What are the solutions?

Can you give an example?

What advice can you offer?

- Are resources ever a problem?
- What are the solutions?
- Can you give an example?
- What advice can you offer?

**Resources — Please Offer Your Examples**

**Notes:**
Use these questions for discussion.

## Test Equipment

- A “must have” for proper diagnosis
- Can have a good or bad user interface
- Can be misused
- Might require significant training to use properly

**Test Equipment**

**Notes:**
Talk about test procedures, the availability of calibrated equipment, etc.

## Procedures

- FAA regulations (part 43) require aviation maintenance technicians to follow approved procedures
- Some procedures don’t work as written
- Most common violation is “failure to follow procedures”

**Procedures**

**Notes:**
Talk about failure to follow procedures.  Big problem!