The cockpit is an environment in which many important tasks simultaneously compete for pilot attention. Cockpit Task Management (CTM) is the process by which pilots selectively attend to flight tasks in such a way as to safely and effectively complete a flight. CTM has been categorized as a mental function that is inherently well understood by pilots and almost always performed satisfactorily (for example, through the trained Aviate, Navigate, Communicate, Manage Systems hierarchy). However, there are documented instances, such as incident and accident reports, where tasks were not managed properly, resulting in an aircraft mishap. CTM involves the prioritization of flight tasks based on their importance to flight safety, urgency, and how well the tasks are actually being performed. Task prioritization errors occur when pilots do not give attention to a higher priority task (i.e., one more important to flight safety, one that is more urgent, or one that is currently not being performed satisfactorily) by attending to a lower priority task (i.e., one less critical to flight safety, one less urgent, or one that is already being performed well and is not in need of immediate attention). The goal of this thesis was to develop a CTM training program to aid pilots' task prioritization performance. Microsoft Flight Simulator 2000 with yoke, throttle, and rudder pedals, was used to assess pilot task prioritization performance before and after training. Three experimental groups were used: a control group (no training), descriptive group (CTM lecture training), and prescriptive group (CTM lecture training plus mnemonic procedure) to test the effectiveness of CTM training on task prioritization in simulated flight. Results showed that the prescriptive group improved in task prioritization performance in the post-training flight. Additionally, results showed that the descriptive and prescriptive groups both improved in memory recall (a second dependent measure). It was concluded that CTM training is effective on task prioritization performance. / Graduation date: 2002

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Task prioritization performance was evaluated for pilots who participated in a concurrent task management (CTM) training course and pilots who did not. CTM is the process by which pilots selectively attend to high priority tasks and shed non-priority tasks. Twenty seven pilots enrolled in a university flight technology program were randomly assigned to an experimental group and a control group. Pilots flew pretest and posttest simulated flights on an FAA approved flight training device (FTD). Twenty potential task prioritization errors were embedded at 14 locations within the flight scenarios. Pretest CTM performance of the two groups was comparable. During a two week period between pretest and posttest simulated flights pilots in the experimental group participated in a CTM training course designed and taught by an FAA certified flight instructor and pilots in the control group did not. A Mann-Whitney U test rejected the null hypothesis that there was no difference in posttest CTM errors between the groups, indicating a positive training effect for experimental group pilots. Longer term training effects were not evaluated. Different cognitive processing models described various pilot behaviors; some behaviors were described by single channel theory, some by single resource theory, and others by multiple resource theory. Mispriotization due to the interruption of an aviate task by a communicate task occurred more frequently than interruption of a navigate task by a communicate task. Fixation on the GPS navigational system caused more than half the pilots to deviate from primary aviate tasks to attend to the secondary navigate task. Additional research with different participants is recommended. A study comparing training results between pilots who have different training backgrounds is also recommended. A longer time period between pretest and posttest and/or a longitudinal study is recommended to test for longer term training effects. Qualitative studies could also be used to enhance experiments, such as gathering responses from participants to discern the extent of their learning. Further studies using cockpits with higher levels of automation and complexity, such as new generation flat panel or 3D cockpit displays is recommended. / Graduation date: 2005

A basic goal of an English for Specific Purposes (ESP) program is to enable the language learner to function within an academic discipline, science and technology occupation, or a vocational occupation by using English. This teacher researcher case study explores the English literacy development of three adult Japanese student pilots within a holistic English for Specific Purposes (ESP) program. The setting of this five month naturalistic case study was on a small airport in the Southwestern United States. Experiential literacy events were provided to encourage student pilots to develop English literacy while learning aviation concepts. A preliminary case study with one student was conducted to evaluate and modify data collection methods, and ESP curriculum and organization. Data collection included participant observation and field notes, dialogue journals between students and the teacher researcher, oral and written interviews, checklists, and audio-taping methods. Three themes emerged through the constant comparative method of data analysis: (1) self perception, (2) developing relationships, and (3) developing literacy strategies. These three themes reflect the process of how and through what particular issues students developed English literacy. Findings from the analysis of data suggest that English literacy develops differently, and has distinct meanings for each person. In contrast to traditional ESP and ESL programs that emphasizes the transmission of language, a holistic ESP program provides opportunities for adult student pilots to develop English literacy through a process of inventing and appropriating English for his/her own purposes and needs. Findings also indicate that learning the form and function of language is not enough. Other language processes and social interactions enhance learning and support language development. Current research within the English for Specific Purposes field focuses on the description of the language as product of a particular academic/scientific/occupational situation that a student needs to learn to be successful. This dissertation seeks to refocus the direction in ESP research and contribute to the understandings of the process of literacy development in a holistic ESP program.

This study examines the differences between the skills and competencies of New Zealand flight school graduates and the types of skills and competencies believed to define a proficient air transport pilot. In New Zealand the training of professional pilots is directed towards meeting the requirements laid down by the New Zealand Civil Aviation Authority for the licensing of professional pilots. However, some evidence suggests that competence for licensing purposes does not necessarily meet the requirements of the airlines and the types of skills that they require as a prerequisite to airline training. Although not clearly defined, this shortfall has been recognised for several decades and traditional thinking is that extra flying experience gained as a general aviation pilot will develop the skills necessary for entry into airline pilot training. The importance that pilots of differing experience levels attach to technical and non-technical skills and their perception of the training effectiveness of those skills and how deficiencies in those skills contributed to aircraft accidents was explored by a four stage study including: i) a review and analysis of flight test results obtained from graduate pilots on a university air transport pilot programme; ii) the analysis of responses to questionnaires supplied to three pilot groups within the New Zealand aviation industry; iii) the analysis of air transport aircraft accidents and their primary and contributing causes; and iv) interviews with qualified airline pilots working for New Zealand airlines. The results indicated that throughout the spectrum of experience and qualifications, from student pilot to airline pilot, the technical skill of aircraft handling was highly valued and the training in this skill was considered by all pilots to be satisfactory. In contrast, while non-technical skill deficiencies were found to be primary or contributing factors in many aircraft accidents, less importance was attached to non-technical skills by all pilot groups. The training effectiveness of these skills was rated as only moderately effective or of minimal effectiveness. The findings are discussed and recommendations are made for the improvement of basic flight training. In addition, a model is proposed for the fast tracking of flight school graduates into the airline training schools. Several areas for future research are also proposed.