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1 Identification of Training Topics for the Improvement of the Relevant Cognitive Skills of Technical Operators in the Railway Domain

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Identification of Training Topics for the Improvement of the Relevant Cognitive Skills of Technical Operators in the Railway Domain

M. Sc. Giulio Nisoli, giulio.nisoli@fhnw.ch

M. Sc. Jonas Brüngger, M. Sc. Karin Hostettler, M. Sc. Nicole Stoller, Prof. Dr. Katrin Fischer

University of Applied Sciences and Arts Northwestern Switzerland

Background of the study:

 Technical Operators (railway):

Supervision and management of

 railway power grid

 railway tunnels

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Background of the study:

 Technical Operators (railway):

Supervision and management of

 railway power grid

 railway tunnels

 Highly automated technical systems

 Checklists

(Hollnagel, 2014; Schulman, 2013)

Theoretical Background

Deskilling

(Manzey, 2012)

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Goals of the study

1. Identify the cognitive skills relevant for the execution of the job 2. Define which topics should be addressed by the training of these skills

Qualitative design

Observational

Interviews Cognitive Task Analysis

(Stanton et al., 2017)

(Ulich, 2011)

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Most demanding tasks identification:

Managing the railway power grid

Managing the railway tunnels

Managing …

malfunctions …

Managing tunnel ventilation

Localizing malfunctions in the railway power grid

Managing manually the tunnel ventilation

Qualitative design

Cognitive Task Analysis

(Stanton et al., 2017)

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Cognitive Task Analysis (CTA):

...

Perception Comprehension

and anticipation

Decision-making and performance

of action

Cognitive Task Analysis (CTA):

Perception

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Cognitive Task Analysis (CTA):

How must essential information for the execution of this task be

perceived? Communicating with other

persons to find information that is missing in the technical system Perception

Cognitive Task Analysis (CTA):

How can an essential information for the execution of this task be

understood? Communicating with other railway

organizations to have a better understanding of the situation Comprehension

and anticipation

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Cognitive Task Analysis (CTA):

Development and implementation of

tricks

Perception Comprehension

and anticipation

Decision-making and performance

of action

Self-monitoring Improvisation

knowledge of equipment’s

limits

Usage of tools

Qualitative design

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Training topics definition:

Communication

Communicating with other persons to find information that is

missing in the technical system

Communicating with other railway organizations to have a better understanding of the situation

Training topics definition:

Interaction with technology Practical

exercise Building mental

models

Communication

Teamwork

Stress

management

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Qualitative design

Training goals formulation:

Communication

Knowing how to avoid misunderstandings

Knowledge

Being able to

communicate effectively Skills

Being convinced that good communication is important

Attitude

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Training topics definition:

Interaction with technology Practical

exercise Building mental

models

Communication

Teamwork

Stress management

Implications

 Cognitive skills needed to

 understand the job

 master the most demanding tasks

 adapt to varying conditions and appropriately react to unexpected events

 Training topics with specific goals

 Development of specific trainings

 Application in other highly automated domains

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References:

• R. Amalberti, Navigating Safety. Dordrecht: Springer, 2013.

• E. Hollnagel, Safety-I and Safety-II. The Past and the Future of Safety Management. Farnham: Ashgate, 2014.

• P. Schulman, “Procedural Paradoxes and the Management of Safety,” in Trapping Safety into Rules: How Desirable or Avoidable is Proceduralization?, C. Bieder and M. Bourrier, Ed. Farnham, Surrey, England: Ashgate Publishing Ltd., 2013, pp. 243–256.

• G. Grote, Management of uncertainty: Theory and application in the design of systems and organizations. Springer Science

& Business Media, 2009.

• T. J. Smith, R. A. Henning, M. G. Wade, and T. Fisher, Variability in human performance. Boca Raton, FL: CRC Press, 2014.

• E. Ulich, Arbeitspsychologiee. Stuttgart: Schäffer Poeschel, 2011.

• N. A. Stanton, P. M. Salmon, L. A. Rafferty, G. H. Walker, C. Baber, and D. P. Jenkins, Human Factors Methods: A Practical Guide for Engineering and Design. Boca Raton, FL: CRC Press, 2017.

• M. R. Endsley, “Toward a theory of situation awareness in dynamic systems,” Human Factors, vol. 37, pp. 32–64, 1995.

• R. R. Hoffman, B. Crandall, and N. Shadbolt, “Use of the critical decision method to elicit expert knowledge: A case study in the methodology of cognitive task analysis,” Human Factors, vol. 40, no. 2, pp. 254–276, 1998.

• L. G. Militello and J. B. Hutton, “Applied Cognitive Task Analysis (ACTA): A Practitioner’s Toolkit for Understanding Cognitive Task Demands,” in Task Analysis, J. Annett and N. S. Stanton, Ed. London: Taylor & Francis, 2000, pp. 90–113.

• K. E. Weick and K. M. Sutcliffe, Managing the unexpected: sustained performance in a complex world. Hoboken, New Jersey: John Wiley & Sons, 2015.

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