As the USAF dramatically expands Remotely Piloted Aircraft (RPA) usage, the explosive growth in flying hours is accompanied by an equally rapid growth in the need to train aircrews and by initiatives to use less experienced personnel as operators. Earlier research revealed that most MQ-1 Predator accidents involved causal human factors, often in four specific aircrew behavioral areas: inadequate crew coordination, channelized attention, task misprioritization, and wrong course of action.

Working with the Predator community, four specific training interventions were developed for pilots and sensor operators in initial qualification training: (1) enhanced academics; (2) web-based interactive mishap case histories; (3) a game-based multi-task skills trainer; and (4) GemaSim, a laptop-based team trainer. The four training interventions were introduced cumulatively over the course of 18 months for 27 different training classes (540 aircrew) using baseline, control and experimental classes. Training effectiveness assessment was structured around Kirkpatrick's Level I (student reaction), Level II (evidence of learning), and Level III (transfer of learning). Level III impacts were evaluated during two specific sorties in training.

Student reactions (Level I) regarding all four treatments were positive, but highest for the GemaSim team trainer and enhanced academics. Student reactions for interactive case studies and multi-task skills training were higher for sensor operators than experienced pilots. Evidence of learning (Level II) was present for all interventions and was statistically significant with the GemaSim intervention and enhanced academics. Positive transfer of learning (Level III) was observed for enhanced academics and the full complement of interventions. As the Air Force moves towards more inexperienced RPA aircrews, these interventions may be useful to not only reduce mishap rates, but also to increase mission effectiveness.

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David Kaiser