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Nextpage Livepublish Job Task Analysis of the Aviation Maintenance Technician Larin K. Adams Edward J. Czepiel Gilbert K. Krulee The Transportation Center Northwestern University 1936 Sheridan Road Evanston IL 60208 Jean Watson Office of Aviation Medicine Federal Aviation Administration May 1999 Final Report Executive Summary The Federal Aviation Administration (FAA) is responsible for the training and certification of Aviation Maintenance Technicians (AMTs). In carrying out these responsibilities, there has always been a need to rely on a realistic understanding of the work actually performed and of the skills in carrying out this work. At the present time, the regulations are based upon data that is now somewhat out of date. Specifically, regulations are based upon data collected as part of the Allen Study, completed in 1974. Because of the many technological changes that have taken place over the past 25 years, Northwestern University has taken on the responsibility for carrying out a second job task analysis (JTA) with the objective of bringing up-to-date and understanding of the work currently performed by AMTs. This effort has the overall objective of setting the stage for a number of important improvements. First, there is the need to encourage the schools responsible for the training of AMTs to engage in an effort at curriculum revision and reform. The objectives of these changes would be to modernize these instructional programs in light of the changes that have taken that govern both the certification of the schools as well as of the AMT graduates of these schools. This job task analysis now being completed by Northwestern University’s Transportation Center has been carried out in three phases, with the current phase being the third in this sequence. In Phase I, the emphasis was on developing and validating an appropriate survey methodology for the collection of necessary data. Phase II, which was completed in July 1996, focussed on the actual collection of data. The survey instrument that was utilized covered 303 tasks, representing a broad coverage of the work responsibilities of AMTs. With the aid of this instrument plus supporting interviews, a total of 2,434 surveys were collected from 84 facilities covering all segments of the aviation industry. In Phase III, which is the subject of this final report, the emphasis is on the analysis and interpretation of the data. As for interpretation, the emphasis is on the implications for curriculum revision and on regulatory changes needed for the support of these revisions. In all phases of research, the project team has worked closely with representatives from industry and AMT schools. The input from these committees has been of great value in the interpretation of the data as well as in the formulation of pertinent recommendations. 1. Introduction 1.1 Background Aviation Maintenance Technicians have a major role in ensuring that all aircraft can be expected to function reliably as well as safely. The Federal Aviation Administration is responsible for the training and certification requirements that apply to AMTs. The pertinent standards and regulations are currently summarized in two parts of the Federal Aviation Regulations. Specifically, FAR Part 65 governs the certification of AMTs, while FAR Part 147 applies to the certification of schools that provide the initial training of AMTs. It is extremely important that the regulations build upon a realistic understanding of the job responsibilities of an AMT. The regulations outlined in FAR Part 65 are currently under review. The proposed FAR Part 66 will revise the certification structure of AMTs. An Aviation Maintenance Technician certificate will replace the existing Airframe and Powerplant (A&P) certificate. An added transport endorsement will allow the holder of the certificate to return Part 25 and Part 29 aircraft to service. Along with these revisions, there is also a need to revise FAR Part 147 so that the training requirements harmonize with the certification requirements. The current version of FAR Part 147 is based upon the Allen Study, a job task analysis of aviation mechanics occupation, completed in 1974. Since that time, many changes have occurred in the industry. The overall objective of the Northwestern University’s JTA is to provide an accurate description of the work being performed by AMTs across all segments of the aviation industry. As one important outcome, this study will set the stage for curriculum revisions to be incorporated into the programs of study for AMT schools. 1.2 Objectives and Scope The job task analysis was designed with the following objectives: • Compare the tasks in the current project with those included in the Allen Study (Allen, 1974). In this manner, relative historical changes could be demonstrated. • Develop task descriptions that indicate skill and/or proficiency levels that could be viewed as prerequisites for advanced training. • Relate the task analysis results to the current version of Part 147 which defines the initial training requirements of an AMT • Relate the task analysis results to sections of the Part 66 proposal which defines the proposed additional training requirements for a transport endorsement of an AMT To fulfill these objectives, this research has been carried out in three phases. The objective of Phase I was to develop and validate the survey instruments. The full- scale survey was performed during Phase II. Phase III emphasized a more complete analysis of the job task analysis data along with a discussion of implications for curriculum reform and regulatory change. 1.3 Overview of Report This report summarizes the reviews the process of collecting and analyzing the job task analysis data. Review of Survey Methodology that was developed in Phase I and discussion of the implementation of the full-scale survey in Phase II. Curriculum Development details the process of analyzing the data and the respective results. Comparison to FAR Part 147 correlates the task analysis to the curriculum included in the current version of FAR Part 147. Similarly, Comparison to Proposed FAR Part 66 Transport Curriculum correlates the results of the task analysis to the subject areas that are included in transport curriculum listed in the NPRM for Part 66. Survey of Industry Training summarizes the results of the interviews conducted on this topic. The final section of the report, Implications for AMT Training, offers possible strategies for using the JTA results in both AMT school and industry training programs. 2. Review of Survey Methodology 2.1 Introduction Most job task analyses focus on a specific occupation, or examine a position within a single organization. The objective of this study is to complete a job task analysis for the position of AMT across the entire aviation industry. Because the aviation industry varies greatly in terms of work environment and type of aircraft, the occupation of AMT can be defined in equally as broad terms. For this reason, traditional job task analysis methods needed to be revised to accommodate this expanded scope. This section briefly reviews the process by which the survey and interview schedule were developed and implemented. A survey methodology to collect the necessary data to perform the task analysis was developed and validated. A written survey questionnaire and an interview process provided the two primary means of data collection. Technicians at a representative sample of maintenance facilities completed the survey and interview. More detailed information on these topics is available in reports of the two previous phases. 2.2 Survey Questionnaire The primary means by which quantitative data was collected was a survey questionnaire. The major constraint in developing the questionnaire was that it should take no longer than one hour to complete. There were two sections to the survey: Background Information and Task Information. The Background Information section sought to gather basic data regarding the respondent to the survey. This included level of current position within the company, maintenance certificates or licenses held, areas of previous work experience, and total number of years experience while working in the field of aircraft maintenance. The task information section sought to gather information about the tasks that the respondent performed. This involved developing a task list and performance measures. Figure 2-1 depicts the general matrix that was used to construct the task list. The top axis lists major systems and components of an aircraft. The side axis lists the generic levels of performance that occur on each system or component. These levels are grouped into three categories: service, inspect, test or check; repair, replace, modify, overhaul or calibrate; and troubleshoot. The applicable actions were then noted for each system. Figure 2-1. Task List Generation Matrix From this point, if the task in the matrix was too general, it was deconstructed either into its components or further sub-actions. For example, “rig flight controls” could be further broken down into “rig flaps,” “rig rudder,” etc. Or, if the task in the matrix was too specific, some tasks could be condensed into one. For example, “check tires” and “inflate tires” could be combined into one single task, “check and service tires.” The result of this process is a list of 303 tasks. The tasks were then grouped by the applicable ATA chapter code of the particular component or system. This list was further grouped into 20 subject areas. Three performance measures were included for each task: frequency, criticality, and difficulty to learn. Each of these measures has a discrete scale from one to five associated with it, where one represents the minimum in that measure, and five the maximum. A fourth measure, percent response, is the number of respondents who report that they performed the task in the last calendar year. Difficulty to learn was used as a measure versus difficulty to perform. This is an important distinction because a task that is difficult to learn may initially be easy to perform once proficiency is achieved.
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