If you have a suggestion; a request for a definition; or a broader human skills question that you would like to ask the CAE human performance excellence council (hpX), please email hpX@cae.com.
[See also Skills]
The quality or skills that enable someone to achieve or accomplish something.
[See also HEART, THERP, SHEAN, and HFACS]
A human reliability analysis procedure that involves answering simple questions and then looking up the error rate from a data table.This is more conservative than THERP.
Possible Misinterpretations: Must remember this is just one of many methods attempting to quantify human performance. This is not the sole answer and will not be appropriate in all cases.
A method of learning that puts the student at the center of the learning process, through full engagement and participation in activities and exercises.
Possible Misinterpretations: Active learning can have various definitions. In education it is often used for computer based training systems, including videos and games. The term also has uses in sports education.
[See also Personalized Learning and Individual Learning]
Adaptive learning is one technique for providing personalized learning, which aims to provide efficient, effective, dynamic, and customized learning paths to engage each student. Adaptive learning systems use a data-driven—and, in some cases, nonlinear—approach to instruction and remediation.
[See also Dynamic Testing. Often called Computerized Adaptive Testing (CAT)]
A technology for learner assessment in which each subsequent question is selected automatically based on answers to previous questions and a certain predefined level of difficulty. The main difference between adaptive testing and classical tests is the dynamic, rather than static, determination of questions for the test taker. Each learner has an individual path when taking such tests. The next question is selected based on the personal characteristics of each individual learner rather than on general rules. It is similar to an oral exam, in which the instructor asks a series of questions to determine the knowledge level of the learner.
A systematic approach to decision making used in the aviation industry, mainly by pilots.
Possible Misinterpretations: There are many models that use ADM, for example DECIDE.
A confident manner, to be decisive and forceful while remaining calm and positive. A balance without being too passive or too aggressive.
The behavioral and cognitive process of selectively focusing on a discrete aspect of information while filtering or ignoring other perceivable information. The state in which cognitive resources are focused on certain aspects of the environment rather than on others.
A hypothetical construct describing a predisposition to act in a certain way. Attitudes have affective, behavioral, and cognitive components, and are influenced by what is known (belief), what is felt to be desirable (values), and how a person behaves or responds based on those beliefs and values.
The way a person responds, either overtly or covertly, to a specific set of conditions, and which is capable of being measured.
[See also Behavioral Markers]
Descriptions of behavior that may indicate the presence of a particular competency.
[See also Attitude]
A mental representation of how the world is known based on our experience; acceptance of the truth, reality, or validity of something, particularly in the absence of substantiation. Plays a significant role in regard to what we think to be true or false and for notions such as trust and faith.
An inclination or predisposition for or against something.
Assigning responsibility for a failure or wrong doing.
A learning approach that combines both eLearning and in person instructor-led training.
Knowingly constricting options to give a manageable list, then choosing the first acceptable solution. Avoids time consuming rationalization of all the options to find the best solution.
An individual’s attributes and personality traits, particularly their characteristic attitudes; often synonymous with 'personality'.
A quick list of items, task, or points to consider that is used as an aide memoire or reminder.
All forms of knowing and awareness, such as perceiving, conceiving, remembering, reasoning, judging, imagining, and problem solving.
A classification to predict and describe how errors may occur.
Possible Misinterpretations: Must remember this is just one of many methods attempting to quantify human performance. This is not the sole answer and will not be appropriate in all cases.
[See also Proficiency]
Ability to demonstrate the necessary skills, knowledge and behaviors that are required to perform a task to a prescribed standard.
Context-dependent expectations of performance at work in output terms, observed through performance criteria.
An action that constitutes a task that has a triggering event and a terminating event that clearly defines its limits, and an observable outcome.
A set of competencies that describe the attributes, capabilities and behaviors required for effective or superior performance in the role.
Possible Misinterpretations: The EASA definition goes further to state: ‘competency framework’ means a complete set of identified competencies that are developed, trained and assessed in the operator’s evidence-based training program utilizing scenarios that are relevant to operations and which is wide enough to prepare the pilot for both foreseen and unforeseen threats and errors.
The underlying inputs, characteristics or abilities of individuals that are causally related to effective or superior job performance and observed through behavioral indicators.
Possible Misinterpretations: Further work is being undertaken to refine this definition. EASA definition: competency’ means a dimension of human performance that is used to reliably predict successful performance on the job, and which is manifested and observed through behaviors that mobilize the relevant knowledge, skills and attitudes to carry out activities or tasks under specified conditions.
Performance oriented knowledge and skills-based training and assessment; focused on the development of specific competencies required for effective or superior performance.
Possible Misinterpretations: EASA definition: ‘competency-based training’ means assessment and training programs that are characterized by a performance orientation, emphasis on standards of performance and their measurement and the development of training to the specified performance standards.
[See also Proficient]
Having demonstrated the necessary skills, knowledge and behaviors that are required to perform a task to a prescribed standard.
Uncritical or uninformed satisfaction with one’s abilities or knowledge of a situation. Ignorance of present dangers.
[See also Inter-Rater Reliability]
The consistency or stability of scores between different EBT instructors which gives a score (or scores) of how much homogeneity, or consensus, there is in the ratings given by instructors (raters).
A group of related behaviors, based on job requirements, which describe how to effectively perform a job and what proficient performance looks like. They include the name of the competency, a description, and a list of behavioral indicators.
[See also Non-Technical Skills and Competencies]
A specific set of cognitive and interpersonal skills taught to enable the effective management of resources in an operational context, with the aim of improving communication and teamwork.
An action or event that triggers a behavior.
The emergent properties, beliefs, artefacts and behaviors, that can describe and define a group. For example, societal, religious, national or organizational.
A measure of recency that includes the recurrent qualifications needed for the required level of proficiency.
Possible Misinterpretations: Some performance areas do not use this measure of proficiency and would revert to assuming monetary currency as the definition. Also be aware that number of hours and recency of performing tasks does not necessarily equate to proficiency at that task.
A comparative method of decision making, similar to rational decision making, where each option is weighed and balanced with a data collection, to give solid evidence for the optimal solution.
Possible Misinterpretations: Not all decisions can be quantified with data and attempting to do so can give disproportionate scores that turn this objective aim to a subjective and possibly biased one.
To entrust a task or responsibility of yours to another person.
A measure of trustworthiness and reliability to how consistent a result might be.
The range of human differences, including but not limited to race, ethnicity, gender, gender identity, sexual orientation, age, social class, physical ability or attributes, religious or ethical values system, national origin, and political beliefs.
[See also Adaptive Testing]
A technology for learner assessment in which each subsequent question is selected automatically based on answers to previous questions and a certain predefined level of difficulty. The main difference between adaptive testing and classical tests is the dynamic, rather than static, determination of questions for the test taker. Each learner has an individual path when taking such tests. The next question is selected based on the personal characteristics of each individual learner rather than on general rules. It is similar to an oral exam, in which the instructor asks a series of questions to determine the knowledge level of the learner.
Possible Misinterpretations: See adaptive testing.
A science-based discipline that brings together knowledge from other subjects such as anatomy and physiology, psychology, engineering and statistics to ensure that designs complement the strengths and abilities of people and minimize the effects of their limitations.
[See also Slip, Lapse, Mistake, and Violation]
The state of being wrong in conduct or judgement. An action or inaction that leads to deviations from organizational or individual intentions or expectations.
Possible Misinterpretations: Can be mixed and/or confused with threats. Threats are externally generated by the operational context whereas errors are a result of actions or omissions of people.
The ability to withstand an error and/or ability to self correct.
An assessment and training methodology using operational data (evidence) to inform the learning objectives across a range of competencies.
Possible Misinterpretations: Often confused with CBTA. EBT is what to train, CBTA is how to train it.
Having high skill, knowledge and experience in a certain area that is considered the top level in that domain.
Possible Misinterpretations: Some areas put time/qualification levels to this.
The active training method which uses effective questioning, listening and a non-judgmental approach, and is particularly effective in developing skills and attitudes, assisting trainees in developing insight and their own solutions, resulting in better understanding, retention and commitment.
In human performance we refer to fatigue as the chronic tiredness resulting from physical or mental exertion.
Possible Misinterpretations: Fatigue can also mean the weakness in a material due to repeated physical stress. In other languages 'fatigue' can mean simple tiredness from lack of sleep.
A set of skills aimed at supporting a leader or team to a positive outcome for a job, role or task.
[See also Summative Evaluation and Training Evaluation]
A process of evaluation in which the goal is to receive feedback during the learning process. This is then used to adapt teaching and learning activities to improve student attainment.
A problem-solving approach that uses practical methods, or various shortcuts. The solution may not be optimal but will suffice in a limited timeframe.
[See also HEART, ASEP THERP, and SHEAN]
Human Factors Analysis and Classification System - a framework to measure human performance originally designed by the US Air Force.
Possible Misinterpretations: Must remember this is just one of many methods attempting to quantify human performance. This is not the sole answer and will not be appropriate in all cases.
A system where members of an organization are ranked with varying status and authority.
[See also ASEP THERP, SHEAN, and HFACS]
A human reliability assessment (HRA) that assesses the interactions between humans, their specific tasks and performance shaping/human factors or error producing conditions.
Possible Misinterpretations: Must remember this is just one of many methods attempting to quantify human performance. This is not the sole answer and will not be appropriate in all cases.
The application of human performance knowledge to the design of the tools, equipment, processes and procedures, and the operational performance environment.
Human capabilities and limitations (what people do and how they do it); the contribution of the human to the system’s performance.
[See also HEART, ASEP THERP, SHEAN, and HFACS]
An assessment, either quantitative or qualitative, to discern the human element of risk.
Possible Misinterpretations: Must remember this is just one of many methods attempting to quantify human performance. This is not the sole answer and will not be appropriate in all cases.
A personal quality of having strong principles of morality and honesty.
Possible Misinterpretations: In the context of PBN operations, ‘Integrity’ means the ability of a system to provide timely warnings to users when the system should not be used for navigation.
[See also Concordance]
The consistency or stability of subjective and objective performance measurement between different assessors (raters).
Immediate insight or perception, as contrasted with conscious reasoning or reflection.
Possible Misinterpretations: Often expressed as a 'sixth sense' or given a supernatural meaning, intuition is more often a form of recognition primed decision making and/or trained response.
[See also Recognition Primed Decision]
Decision making based on applying the solution to a problem that has been previously seen or known. This gives an immediate solution without any comparison to other options and is often just seen as 'the way it is done'.
An opinion or conclusion drawn to make decisions.
An atmosphere of trust in which people are encouraged, even rewarded, for providing essential safety-related information but in which they are also clear about where the line must be drawn between acceptable and unacceptable behavior.
The state of being familiar with something or aware of its existence, usually resulting from experience or study; the range of one’s understanding or information.
A quick, typically informal, assessment embedded in the course content to help the learner assess whether they have assimilated the content.
Omission of one or more steps of a sequence.
A threat that can be hidden and is easily missed.
The ability of an individual, group or organization to "lead", influence or guide other individuals, teams, or entire organizations.
The acquisition and retention of new knowledge, skills, and behaviors as a result of experience.
The physical or virtual setting in which learning takes place.
Any course, program, interaction, environment, or activity in which learning takes place. In eLearning, the learning experience typically refers to the interface wherein learners engage with the course content. The average learning management system (LMS) offers a learning experience (the interface utilized by the end user) in addition to an admin dashboard (used to create and manage the learning program).
A range of theories that aim to account for differences in individual learning.
Possible Misinterpretations: Assigning preferred learning styles to a person is a very common misconception. We all use a mixture of the learning styles, and the more we can meet in education/courseware, the more rounded the learning experience will be. As an instructor, meeting many learning styles can enhance learning for the students; it is not about applying one type for a group and a different type for a second group.
A brief statement (typically one sentence) used to communicate what learners can expect to learn from a course. Learning objectives are meant to be actionable; they tell learners what actions they will be able to perform upon successful completion of a course.
Possession of a comprehensive knowledge or skill for a particular activity or subject.
A mental state achieved by focusing attention and awareness to the present moment.
An error where the human did what they intended, but the planned action was incorrect. Often are the result of an incorrect diagnosis of a problem or a failure to understand the exact nature of the current situation. The plan of action thus derived may contain very inappropriate behaviors and may also totally fail to rectify the problem.
The process to compare an actual to an expected state. It requires knowledge, skills and attitudes to create a mental model and to take appropriate action when deviations are recognized.
The biological, emotional, social, cognitive and environmental forces that initiate, guide and maintain behavior to achieve a goal.
A framework to study how decisions are made in cognitively complex, time pressured, high stake and uncertain real-world situations.
Training which unintentionally introduces incorrect information or invalid concepts, which could actually decrease rather than increase safety.
[See also Competencies]
Cognitive and interpersonal skills that are used in combination with technical knowledge and skills to perform a task to a prescribed standard.
Possible Misinterpretations: This term can provoke a misconception that these skills are secondary, separate, or in opposition to the technical (or hard) skills. The term human skills can better describe how the competencies lie alongside and integrated with technical learning.
[See also Rational decision making]
Rational and calculated decision making to find the optimal solution.
A concept informed by behavioral economics, political theory and behavioral science, based on the idea that by shaping the environment (through choice architecture) individuals’ choices can be influenced, usually for the benefit of both the individuals and society as a whole, whilst preserving freedom of choice and control over individual decision-making.
A statement of what the learners are expected to know or do when they have completed a lesson or entire learning event based on requirements for job performance.
A single role-related behavior that can be observed. The instructor may or may not be able to measure it.
A threat that can be clearly seen/observed.
A method of learning where information is passed to the students. There is no feedback from the instructor.
The ability to use the senses to become aware of something.
The execution of an action (how something is done) or the achievement of desired results in an effective and efficient manner (how successfully something is done).
Written descriptions that specify the criteria used to assess whether the required levels of performance have been achieved for a given task or area of competence. Performance criteria should include observable behavior, the conditions in which the behavior is expected, and the measurable standard to which the behavior is expected.
The physical setting in which the tasks/jobs/actions are carried out.
[See also Qualification Standard, Standard of Performance, and Performance Measure]
A quantitative indicator, statistic, or metric used to gauge performance.
A hypothetical construct that describes individual characteristic traits and patterns of thinking, feeling and behaving.
A contingency that involves the presentation of an event or stimulus following a behavior resulting in an increase in the future frequency of that behavior in similar conditions.
A measure of the extent to which less powerful members of an organization accept that power is not equally distributed.
Systematic method to evaluate risks in highly complex technological environments.
Possible Misinterpretations: Must remember this is just one of many methods attempting to quantify human performance. This is not the sole answer and will not be appropriate in all cases.
An established way of performing a task.
A series or ordered actions or steps to accomplish a chosen goal.
[See also Competence]
Ability to demonstrate the necessary skills, knowledge and behaviors that are required to perform a task to a prescribed standard.
[See also Competent]
Having demonstrated the necessary skills, knowledge and behaviors that are required to perform a task to a prescribed standard.
To mentally model what the future state might be from the current state.
Providing assistance or cues to encourage the use of a specific skill; prompts always occur before behavior starts.
An atmosphere of trust where people believe they will not be punished or humiliated for raising issues, concerns or ideas and feel confident that they will be heard and supported.
The study of the mind and behavior.
Any ability (e.g., handwriting, drawing, driving a car) whose performance draws on a combined and coordinated set of cognitive and motor processes.
[See also Normative Decision Making]
Simultaneous analysis of several options to find the rationally optimal solution. This will need more time and or resource to complete than single source decision making.
A measure of the time since knowledge and skill was previously practiced/used/demonstrated.
Possible Misinterpretations: Be aware that time passed since last training activity will not necessarily correspond to a level of proficiency.
[See also Intuitive Decision Making]
Decision making based on applying the solution to a problem that has been previously seen or known. This gives an immediate solution without any comparison to other options and is often just seen as 'the way it is done'.
A measure of how dependable or accurate a measurement, specification or calculation is.
The ability to recognize, absorb and adapt to disruptions. The capacity to cope cognitively, physically and emotionally with a crisis and to recover quickly from challenges without long term negative consequences.
A situation where there is an exposure to potential danger.
The output of individual and group values, beliefs, and behavior that determine the commitment to, and the style and proficiency of, an organization's management of safety.
Deciding on a course of action that meets the minimum requirements to achieve the aim. This method does not look for a perfect solution, just one that will work. Often the result of singular decision making.
A computer code/program to analyze Human error rate prediction (THERP) without a human factors expert.
Possible Misinterpretations: Must remember this is just one of many methods attempting to quantify human performance. This is not the sole answer and will not be appropriate in all cases.
Specific learned abilities, physical and cognitive, acquired through training or experience; required to perform a task to a prescribed standard.
One or more incorrect actions are performed, such as a substitution or insertion of an inappropriate action into a sequence that was otherwise good.
An established way of performing a task that is standard across an organization. They are often mandatory procedures and are fully defined published within that organization.
The response to a threatening event that includes physiological, psychological and cognitive effects. These effects may range from positive to negative and can either enhance or degrade performance.
An evaluation, test or examination performed at the end of a training package to assess the end point level of knowledge or skills. It may also compare the end point with a baseline or start point to assess the progress made by the student throughout the training package.
An element of work that must be undertaken or completed.
The actions of a group of individuals working towards a common goal.
A method used to assess human reliability with the aim to show the probability of a human error occurring.
Possible Misinterpretations: Must remember this is just one of many methods attempting to quantify human performance. This is not the sole answer and will not be appropriate in all cases.
A person, thing, action or event that has the potential to cause danger, damage or injury. Threats are beyond the influence of the flight crew, increase operational complexity and must be managed to maintain the margin of safety.
The process of detecting and responding to threats with countermeasures that reduce or eliminate the consequences of threats and mitigate the probability of errors or undesired states. Effectively managing the situation through planning, direction or control.
Structured delivery of knowledge and skills with learning as its desired outcome.
A clear statement that is comprised of three parts:
Flight crew-induced aircraft position or speed deviation, misapplication of controls, or incorrect systems configuration, associated with a reduction in margins of safety.
A process through which instructional designers and technical content personnel verify instructional materials and associated documentation are complete, accurate, ready for delivery, and are effective, adequate, and acceptable to the learners.
Possible Misinterpretations: Can also be a process by which the trainer confirms that the desired learning has occurred.
A method of assessing a student’s level of competency by considering 3 areas:
Possible Misinterpretations: The issue with this system is two-fold. Firstly, on a theoretical sense, performance indicators are not designed to be counted. They are examples of what can show a competency but demonstrating a larger number does not equate to a better performance. Secondly in a practical sense, it is impossible to count each performance indicator in a training activity. To do this, there would need to be multiple instructors watching a recording, and then forming consensus on exactly when each performance indicator was observed, the start and end of each indicator, as well as all agreeing on the label for each noteworthy event. This is entirely impractical for use in a live training activity where immediate feedback is key to encouraging the correct behaviors.
Failure to follow established procedures, or performance of actions that are generally forbidden.
A subjective measure of one’s health, comfort and happiness.
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