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Thank You Liam good afternoon everybody we're going to talk about professionalism and maintenance and I'm going to talk a little bit about what you typically hear in a professionalism and maintenance type of talk about what a mechanic's Professional Responsibility is but then I'm going to take a different tact and talked about how people learn using positive reinforcement negative reinforcement we're going to talk about punishment a little bit that came up in the plenary session on Monday people didn't know whether use punishment discipline what's the difference I'll tell you how psychologists defined punishment and we're going to talk about how we expect people to take authority take responsibility but the impact that authority figures and peer pressure put on people to do things that aren't necessarily professional and then how we can move back to professional types of behavior if you have any questions while I'm talking please raise your hand and we'll answer them during the talk I'm not going to wait to the end ask four questions okay good so let's first look at mechanics Professional Responsibility this is the kind of thing I've heard talks on what's a professional what do we connect out of mechanics and so on look at it from a regulatory perspective and from something called the mechanics Creed mechanics Professional Responsibility the FAS put out some information on this but there's certain things that a mechanic should do to stay within the regulatory bounds they'll use published maintenance manual data they'll stay in full compliance with it and meant no steps and make sure that all maintenance tasks that that I perform are called out in the approved maintenance program I will not accept verbal approval from anyone to proceed with a maintenance repair procedure that's not include in the approved technical data I must get written approval I will review and have my possession the current technical data necessary to perform each maintenance task that I please so I'm going to take the maintenance manual out with me if I become aware of any deviation from a maintenance manual or approved maintenance program I will immediately bring it to the attention of a QC supervisory personnel and I'll sure that the deviation is documented I will fully document any part or sub-assembly that I remove disassemble inspect test reassemble or otherwise disturb as part of a maintenance task I will include in the maintenance records a description the work performed and I'll give a description that will permit a person unfamiliar with the work understand what was done and the methods and procedure used in doing it I'm sure that any new replacement or modified parts have been inspected for evidence of aviation authority or air carrier approval so I won't use bogus parts I will show that any special tools tests pictures shopay aids or other and other maintenance support equipment that I use are called out in the manufacturer's maintenance instructions or determined to be acceptable to the air carrier and I will not perform any maintenance task unless I've been found competent perform these tasks in ance with the air carriers training program I will not perform any maintenance tasks for which I have not been properly trained and I shall ensure the new training that I receive is properly documented it included in my training file so typically talks on professional maintenance sort of list what a professional is what professionally they're supposed to do and so on in the u.s. we have something called a mechanic's creed that and I'm not going to read this one to you but it basically says I know that safety lives of others are dependent on the work I do so in discharging distrust I'll never undertake work reprove work I don't feel I can do I'll always use the certified maintenance data I shall not permit my judgment to be influenced by money or other personal gain and I realize this great responsibility and therefore I pledge unyielding adherence to these precepts for the Advancement of aviation for the dignity of my vocation I asked around about the maintenance Creed mechanics Creed it's sort of it's not a requirement of people when they come out of abp school in the US and so on some people sort of swear to the mechanics Creed because they want to feel that they want people who know that they take their job seriously and I think that's a good thing but we find that people aren't always following these things the UK flight safety committee in 2004 analyzed years worth of mandatory occurrence reports and said well what were the causes of the ones that were maintenance related what were the causes of these maintenance mishaps the first one was failure to follow publish technical data our local instructions I just got invited to help start a committee with the flight safety foundation in the u.s. they now have a maintenance advisory committee and we're talking about what kind of task we're going to take on and I was asked to give a presentation on failure to follow procedures and maybe the number one issue that we need to address in our industry so you can see here at the in the UK analysis failure to follow publish technical data which maintenance manual procedures is the number one issue here these are listed in order of frequency so number one is the most frequent followed by number two etc number two is using unauthorized procedures and number three and i like to say when i read number three almost dropped to my knees and kissed the floor because we're always blaming the mechanic for not being professional and I you're going to find out in my presentation that i hold supervisors or supervisory type of personnel responsible for a lot of the unprofessional behavior we see and the UK flight safety committee realize that also so the number three cause was supervisors accepting number one and two and not doing anything about it number four was failure to the document mate is properly and maintenance records and work packages five and six maybe more of a an error in attention to detail complacency or incorrectly installed hardware number seven performing an utter author is modification to an aircraft that's a violation number 8 failure to conduct a tool inventory after completion of the task let me say a little bit about that Boeing now does not have personal toolboxes our mechanics used to have to buy their own tools and then we had too much of an issue of tools being left on the aircraft so we did away with personal tool boxes now all the tools are owned by Boeing and have to be checked out by the assembly mechanics and so at the end of the day all of our tools are kept in in tool boxes with that are have shadow their shadow boxes and what a bullying mechanic takes a tool out they have a little version of their but their bags or Boeing badge it has their picture of their name on it and they take out a tool and they put that in where the tool was and so at the end of the day somebody has a responsibility at the end of the shift somebody has a responsibility to check all the toolboxes to see that they're there and if one's missing we know who has it go ask that person for it if they don't have it then we do a tool search and Kari are we have a very strong tool control and accountability program to make sure we don't leave tools on board and aircraft a lot of maintenance organizations I know still have the mechanics so I have personal tool boxes and they invariably have a list of the tools are in that box and they're usually required at the end of their shift to check their toolbox against that list how many you think that they do that every night anybody I don't believe so either I doubt if they do it more than once a month if ever unless oh I can't find my tool and then then they might start looking for it so there's going to be a process that the organization is supposed to do this tool inventory at the end of each task I don't think people do it number nine was personal not trained or certified to perform a task so usually somebody is told by their supervisor to do a task they aren't certified to do are authorized to do and technically the airplanes that air worthy after somebody that's not certified to do a task does that task and the last one is ground support equipment improperly positioned so that probably means we've got some aircraft damage so we saw in that list both errors and violations when you find errors to be actions behaviors that unintentionally depart from what you expect so we don't make Arizona purpose there accidental in our boy meter process where we say they're due to contributing factors in the workplace a violation is a human action or behavior that's usually intentional usually know that you are violating a policy process and procedure and this is often what we call unprofessional behavior when somebody violates a policy process or procedure and my talk so you talk about what's violated company policies process and procedures most of those a lot of those are based on regulatory requirements so in actuality when you break a company policy you're probably breaking a regulus regulation also but I do want to make it clear that these violations are often made by well-intentioned staff doing what they think the company wants them to do trying to get a job done in time to finish a check trying to get a job done in time to turn an aircraft and get it off the gate in time they're not people we're just trying to crease or comfort reduce your workload get home early to see their girlfriend you're doing what they think the company wants them to do I talked about three types of violations routine situational exceptional and the routine violations or the violations has become common practice they often occur with such regularity that they're automatic that's why I say sometimes you don't really even know you're breaking a rule you just break it so often that it's just the way you do business so it's so the intentionality parts gone violating this rules become a group norm and importantly I believe that these routine violations are condone by management that is they know they're occurring and they don't do anything about it most supervisors managers in our business were former mechanics they get they know what kind of routine violations are going on they become a manager they don't do anything about it so they accept these violations here are some routine violations we've seen one of the things I have a pleasure of doing is if you buy a new aircraft type from The Boeing Company part of what you get in the contract is a maintenance engineering evaluation and we'll send a team of five or six engineers to the airline for one or two weeks depending on how big you are and we've go through about 22 different functions that are in maintenance and engineering and I've had the pleasure of going on those and actually leading a few of those evaluations some of the things we see people not taking makes values task cards with them because they think they have the task memorized not using torque wrenches or other calibrated tooling there's an issue I think it's an issue with the boy maintenance manuals when we tell you to tighten the faster if it's a standard torque we don't put it in the maintenance manual and you're expected either to know what that torque is or to look it up in chapter 20 the standard practices chapter in the maintenance manual when I talk to mechanics about when they do a boy maintenance procedure that tells them to tighten a fastener I ask them do you go to chapter 22 find out the torque oh no no a bell if it's not in there I tighten to tell feels about right then I quit okay so don't use the torque wrench even though you're supposed to use a torque wrench but because boy doesn't put the torque value in mechanics don't think they need to get the torque wrench but they are supposed to and they are supposed to look up the torque value troubleshooting through experience instead of using the fault isolation manual we actually did a study on this back in the mid-90s where we gave mechanics a scenario about a 767 coming in and had a certain fault what would you do and the mechanics that would sort of trouble shoot it through experience solved the problem sixty-five percent of the time and the mechanics that went and got the fault isolation manual solved the problem eighty-five percent of times so we actually have some data that shows if you use the fault isolation manual you'll do a more thorough job of troubleshooting and finding the fall deviating from maintenance manual procedures because you think you have a better way to do it failing to attach do not use tags when you pull circuit breakers or throw switches skipping operational functional tests on all Boeing remove and replace task there is is typically an operational checked at the end of the task if you carry out that operational check it'll tell you whether you did the task correctly or not and if you skip that operational ten I did it right skip the operational check you didn't do it right you have some problem during flight signing off for task neither seen nor checked actually got this one from a friend of mine that used to work at the UK Civil Aviation Authority he helped put together the EOS ax 145 rules regarding maintenance human factors and his issue was he said in England at the time that they airlines with hire mechanics off the street people with experience fixing cars fixing refrigerators or whatever and that the training was too expensive to send somebody to two or three months worth of training so they would have a license aircraft engineer supervise ten unlicensed engineers and the unlicensed engineers don't have signature authority so the one licensed engineer was signing off work for ten different people and as he said there's no way one person can watch ten people and make sure that they did the task correctly so this was was an issue and it is covered in the awesome regulation providing minimum information in a task handover log a lot of task hand over logs I see or empty engineering books mechanic probably got a half hour training on task handover first few weeks at the airline and you look at these tasks handovers and its they scribbled on that a couple sentences not really enough for the mechanic who takes over that task I'm starting to see those structured gas hangovers which I'm a big fan of and then finally failing the document work not specified in the manual for example you might be working in the nose landing gear area of 37 you need to get into an access through an access panel and there's a wire bundle right in the middle of that panel so the only way you can get that wire by the way to open the access panel is to go upstream and downstream of the access panel and loosen the clamps so you can get the wire bundle down and then open that panel up we don't tell you to do that in the maintenance manual so when you do something that's outside the maintenance manual you need to document that and in our business and the commercial aviation business that's typically done through writing up what's called a non-routine card and you put on that card exactly what you did that was outside the manual and then that makes sure that that gets redone at the end of the task situational violations are violation there's a situation where mechanic would typically do the work by the book so to speak but because of the immediate situation they're in they sort of bend the rule usually due to such things as time pressure unavailability of equipment tools or parts not enough staff maybe not someone to ask I got a question where's my supervisor where's my lead don't have time to go find them I'll try my best and makes a mistake I've certainly been to several airlines that the line mechanics do not have torque wrenches in the line shack if they're doing a maintenance task and they need a torque wrench to get one they have to find some transportation drive over to the heavy maintenance hangar check one out drive back to the airplane this takes half an hour 45 minutes I'm trying to turn an airplane on time and they decide they're not going to take the time to go get the torque wrench and so they use an open-ended wrench and they're calibrated elbow to do the torque in this case if there was a torque wrench in the line shack they'd use it but there isn't so they don't have the equipment time pressure is a very common thing in our business I want to take a few seconds to talk about an important concept in in psychology called the speed accuracy trade-off I know there's a few of you that I've got to see another talks have already heard this so I apologize but I want to want to talk about this a little bit speed accuracy trade-off has to do you learn to do a task at a certain speed and at that speed you don't make very many errors now if I ask you to do that task more quickly I want more speed you tend to do that and make more errors you lose accuracy when you want more speed do you say I want you to do that task with total accuracy the person slows down so you lose feet so you're either trading speed for accuracy or accuracy for speed a common example that he can all understand is typing so or keyboard he hasn't called now so all of you probably use a computer and type into a computer and you type at a speed I like to joke when when I learned do a type I'm 65 years old now and I learned to type it was a manual typewriter if you made a narrow it was a big deal because you had to get a racer out and erase it and stuff the IBM backspacer race was I thought the greatest invention of the my life because it's so easy to crack now you just hit backspace a couple times and corrected but think about your typing your typing your type of the speed probably make a few errors but they're easy to fix if I ask you to type twice as quickly as you're used to typing what would happen to your accuracy you'd make more mistakes right and if I ask you to type and make no mistakes at all what would you do he'd slow down so there's an everyday example the speed accuracy and in our business people are often under time pressure and so if they're trying to do a job more quickly than they usually do it you're raising the probability of make an error doesn't guarantee it just raises the probability the exceptional violations that's where I'm the category or inspector willfully break standing rules and disregards of consequences I've served on a committee in the US that involves all the US airlines and we look for a year before we found one of these it's called intentional disregard for safety in the u.s. took us a year to find one so these are very rare i think most people in our business know that people's lives are at stake when they're flying aircraft and these exceptional violations therefore are quite rare now I'd like to talk about how people learn and my bio says I was learned about human performance that involves learning how do people learn how do people learn words and put them together in sentences how do they learn to do skill performance that kind of thing and so let's talk about the basic principles of learning this would be he probably heard about classical conditioning Pavlov's dog there's another big area of learning in psychology called operant conditioning I don't know if you've ever heard of BF Skinner he was the father of operant conditioning we probably seen a skinner box a little rat in it pressing out a bar to get food pellets well that's that's offering conditioning and I'll talk about that in a minute so the basic principle is we have some sort of stimulus take your phone rings and then you make some kind of response like you pick up the phone and say hello and then you reinforce for picking up the phone and saying hello because somebody the other end says hi Bill how you doing today ok so we in psychology use the term reinforcement you don't use the term reward because reinforcement has a specific meaning in a reinforcement or a reinforcer is something that strengthens or increases the probability of a response following a specific stimulus so my response of picking up the phone and saying hello is reinforced by somebody at the other end saying hi Bill how are you doing today there's two types of the reinforcers primary reinforcers that's where the that's where the reinforcer is inherently reinforcing typically to satisfy a physiological need like food or water and then a secondary reinforcer that's a reinforcer thats acquired reinforcing properties through association with primary reinforcers like money praise and good grades so you can't eat money but you can use money to buy food so that's why money is reinforcing we call that a secondary reinforcer because it's not a physiological need for you to have money but it is a physiological need to have food and water there's two types of reinforcement positive reinforcement that's a reinforcement procedure with the response is followed by a presentation of reinforcing or pleasant stimulus as a result a stronger or more likely response occurs so this is a positive reinforcer it's a pleasant stimulus negative reinforcement that's a reinforcement procedure in which the response is followed by the removal delay or decrease of an unpleasant stimulus so let's say that you're a rat in a skinner box and we're putting electricity through the grid you're standing on and shocking you but if you hit the little bar turns the shock off well getting rid that hitting the bar gets rid of the shock so it reinforces you're hitting the bar to stop the shock we call that a negative reinforcer now let's talk a minute about how we actually learn things it does involve stimulus-response reinforcement but how do you know how to pick up that phone in the first place for example I'm going to go back to my rap example a skinner box is a little square box maybe ten inch by ten inch by ten inch box and it's got a bar in it and it's got a hole in one of the walls that you drop little food pellets that the rantings and so you don't feed this rat for six or eight hours before the experiment so the rats hungry and you put them in the box and you got a little clicker that drops a pellet and you you hit the propellant the clicker three four times and the rat here is this food falling down into the box and into this little area so it goes over and eats it and then you feed them a few more pellets so that he starts to pair that sound with that means foods in there and now we're going to teach him to press the bar and get food how do you do that well we do it through a process called successive approximation so now the rats not getting any more food in that little food hole so he starts to wander around the box and now he looked towards the bar click give them a little reinforcement it was over in eats it so now he comes on and he looks at the bar click give them another food pellet now he gets that pellet and he comes back and he looked at the bar now here were holding off now he takes a step to the bar click give him another food pellet so I'm getting him to successfully moved closer and closer to the bar pretty soon I've got the rat up to the wall that the bars on I wait he reaches up sniffs as a bar click give him another food pellet pretty soon he puts his little paw on the bar click give him another food pellet next time he puts his foot on the bar I don't click he moves it click he does it himself I got him trained now he knows that if he presses the bar you'll get the food pellet called learning through successive approximation that's how we train our kids we train them the first thing we try to tell them to do is say mommy or daddy so they they come close oh yeah mommy mommy and then politic a couple times and you pet you stroke your child reinforcement and they come close to saying mommy again oh yeah and you stroke them again reinforcement and pretty soon they're saying mommy now they do have to be a certain A's I don't say mommy wonder three they might say it may be you may get to be 10 11 12 months women usually learn verbal skills fast and little boys usually by a couple months another genic difference between men and women but when we train children to do things it's through this use of successive approximation of the behavior that we're after now what is punishment there was a discussion on monday is the word punishment is it discipline what what is it why is discipline it's got two meanings sometimes it's good sometimes it's bad well in psychology we use the word punishment and it has a very specific meaning it's the opposite of a reinforcer so stimulus your child's ball rolls out in the street their response they start to run after it and you grab them and saying don't run out in the street maybe give them a spank on the rear end this punishment also is called a stimulus to them it's a response from you is punishment and so punishment is a process by which a stimulus or event that weakens or reduces of probability the response that it follows like spanking or electric shock or saying that was stupid so you use punishment to stop this type of response we use reinforcement to increase the probability of response we use punishment to decrease the probability of a response now psychologists generally believed that punishment should only be used when the response can lead to a very serious incident or accident so maybe giving your child a little spank when they run out in the street because it could be killed by a car that's a serious incident or acts and might use it in that case but just around the house if they're fussy or something like that pretty much they've moved away from punishment and they've moved to something called timeout which just means putting your child in their room and having them stay there for half an hour until they sort of quit doing this bad behavior or whatever you're trying to get rid of often it's being fussy or doing something like that so let's talk about the problems with using punishment one of the big problems is that people often administer punishment inappropriately or when they are so mad that they are unable to think through what they're doing and how they're doing it now I don't get me wrong I love my father my father's passed away now but he was quick to use the paddle in my house and I have an identical twin brother and we used to fight a lot as you might expect twin twin boys same age same size and so on and he was quick to use a paddle on us back remember I don't know if you remember but in the old days used to get this paddle like thing they've had a ball on it on an elastic band and you practice hitting it up and down like this I made the mistake of buying that once because when that ball broke or when that that elastic band broke that was the world's best paddle for my dad I only bought one of those so if you're going to use punishment it must be clear to the person being punished exactly what they're being punished for it needs to be for a specific behaviors not just you didn't do the task correctly exactly what was it that the person did that you're going to punish them for and punishment should be based on the behavior and not on the size of the event outcome I've been doing this maintenance event investigation training me to training for about 17 years now and one of the things I have certainly seen from day one is that mechanics often get punished based on how bad the event is that they they didn't do a task correctly cause $500,000 with the damage your home for five days without pay something like that now other mechanics are doing the same behavior but if it doesn't lead to a bad event they don't get punished for it but the one mechanic who does that behavior and then it causes an event suddenly he gets punished and sent home for five days a lot of these events is the really sort of probabilistic let me give you an example I live in Seattle it rains a lot there as everybody knows and one day I was driving my car too close to the car in front of it in front of me and thank goodness is the 20 year old Subaru they put on their brakes I put on mine didn't stop in time sort of hit him probably about seven eight kilometers an hour got out look I'd done a little damage to the back end of his car there's a little damage the front end of mine but I had a 15 year old car not wasn't going to worry about it and so we exchange information and I was thinking gosh do I want to tell my insurance company about this I think this is about two hundred dollars worth of damage and if i tell my insurance company I'll bet they're going to increase my insurance premiums by 300 or more dollars so it's actually probably going to be cheaper for me just to pay this guy off than it is to tell my insurance company and have them pay them so I thought about it for a little while and I thought no you know I've been paying money for this insurance for 15 years i'm going to use it so I called up the insurance company get this young lady on the other end tell her what happens what happened and I admitted to her that I thought about not calling her Oh mr. Rankin you don't want to do that because if we find if you don't tell us you were in an accident and we find out we drop your insurance and you can only then get it through a state high risk insurance company and you're going to pay four or five times more than you're paying us to have the insurance so it's really important that you tell us when you're in an accident even when you're at fault and she said besides you got lucky you hit a 20 year old Subaru if you'd hit a brand new Mercedes you could have done ten thousand dollars worth of damage if you've been going a little faster and she was right what what was important was my behavior which was following this car too closely and I got lucky and only hit a 20 year old Subaru and didn't hit a brand new Mercedes Benz but maybe I would have been unlucky the next time I was traveling too close and I hit a car of more value and I do more damage and so that's why I that's usually the logic I used when I talked to maintenance management about don't punish based on the outcome of the event a lot of times the outcome is sort of probabilistic maybe just scrape a wingtip rather than hitting the whole wing tip on the side of a hangar facility for example but what's the important thing is they weren't driving they weren't pulling that aircraft in down that white line in the middle of the of the hangar and that's the behavior one if you're pulling an airplane into the hangar there's usually a white line that directs your tug and you should be following right on that white line and if somebody isn't we should correct their behavior even if it doesn't lead to damage to the aircraft we're going to worry about the behavior here not the event outcome the other problem with punishment is the person doing the punishment actually gets reinforced negatively reinforced so let's say that my brother and I are fighting and my dad punishes us and we quit fighting he just got reinforced for punishing us because we quit fighting so that was negative reinforcement so the RIA the person who does a punishing gets reinforced for doing it because it often stops the behavior they're trying to stop so they get reinforced for doing it the other another problem with punishment is the person who gets punished often responds with anxiety fear or rage especially your 13 year old daughter but instead of becoming more obedient or respectful a person who's been severely punished may strike back run away or Never vowed to do anything extra for this company again and I talked to mechanics who have been punished for doing the task incorrectly so how'd you feel about it it made me angry though I said so what was your thought about staying a few extra minutes the next day and finished off a maintenance task never do it not for this company they're going to punish me for making an honest mistake I'm clocking out at four-thirty when this one shift is over I'm out of there I'm not staying and doing an extra thing for this company so that's the another negative aspect of punishment sometimes the effects of punishment our temporary depends heavily on the presence of the person who administered the punishment or the circumstances now if you've got cats you know what I'm talking about I had a cat still have cats but the first cat I had would jump up on the table so I'd say no one and hit lightly get off and jump up again no jump off pretty soon the cat did not jump on the table in my presence soon as I left the house back up on the table so the punishment in this case is only effective when i'm there now in psychology we call this a discriminant stimulus we discriminate and remember yesterday on Monday Doug wiegmann said something about well people should they don't see any difference between doing it at home and doing it work well that's not true at all well one of the things when we socialize we learn discriminate stimulus all the time you wear a baseball cap you go in the grocery store you take it off when you go into church do you take off yeah so you've learned that's a discriminant response and the church should take your hat off in the grocery store you don't and that's just part of our socialization so we can get people to take safe behaviors home a lot of good companies do they do it by saying hey Bill I'm not only worried about your eyes when you're at work I'm worried about your eyes when you're home take a free take a pair of safety glasses on me the boeing company gives you a pair of safety glasses take home where are these when you mow the lawn and when you use electrical tools and so on and they try to get you to carry that safety behavior with you but the issue here is the punishment only works when you're in the room so all this person or all this cat learn to do is not get caught when you're not there they carry out the behavior the punishment doesn't carry over to when you're not there now most misbehavior is hard to punish immediately punishment and reinforcement work best if they're delivered one half second after the response point five seconds one half second after the response up to 20 seconds there's but as you go from a half second to 20 seconds the learning gets harder it takes more learning trials if you're reinforcing or punishing after 15 16 17 seconds so remember that when you work with your dog you're training your dog you're training your one year old child deliver the reinforcement one half second after the behavior it's most effective at that point the same with the punishment if you're going to use punishment try to use the punishment within one half second of the behavior you don't want anymore especially if you're working with animals or little children but I don't recommend punishing physically punishing little children now that's one thing that makes people different from other animals though I can say okay George remember that thing you did yesterday I'm sending you home today two days without pay for it so humans can use their memory once you get to be adults and you can do the reinforcement of George remember that you did a great job yesterday here here's a little card a of our appreciation so punishment and reinforcement with adults can work certainly after 20 seconds because we've got memory and can remember these things it can be rewarded or reinforce for them later than 20 seconds but again animals and little children half second after the behavior punishment conveys little information if punishment immediately follows a Miss behavior it may tell a person what not to do but it doesn't tell them what to do so in general we would rather reinforce the right behavior and not have to punish the wrong behavior and punishing the reinforcing the right behavior the people the person will start doing that rather than the misbehavior so at least if you do use punishment you should tell somebody why they're being punished and then you should tell them what you want to do want them to do instead so that you can reinforce them for it 6 and action intended to punish may instead be reinforcing because it brings attention so you've got a child not getting any tension so they misbehave mom comes over and scolds him and guess what you just reinforce his misbehavior because he got the attention he wanted so that the the action is the wrong one this is when you use timeout instead of giving them the attention that they're craving when you do that you're rewarding them you're reinforcing them for misbehaving now I want to go back and talk about one other one other thing about the stimulus response reinforcement I don't have this on a slide but when we want to get rid of a behavior the way that we would typically do that is to quit reinforcing it not not using punishment but quit reinforcing it so let's let's take the phone rings you pick it up say hello and somebody says hi bill first time I pick up the phone hi Bill oh great talk my friend next day happens pick it up hi Bill talk to my friend and every time I pick up the phone somebody on the other end says hi in psychology we call this continue us reinforcements I'm getting reinforced every time I do the behavior of picking up the phone and saying hi now let's say that I've done this 30 times and there's always somebody at the end of the line the 31st time I pick it up there's nobody there the 30 second time I pick it up there's nobody there now on a continuous reinforcement schedule the behavior extinguishes fairly quickly so if I picked it up 30 times and somebody said hi bill and then the next 10 nobody's there I'm going to quit picking up the phone after about 10 or 15 trials because I'm expecting it every time it only takes me about 10 or 15 trials to learn well nobody's saying hi bill anymore so I'll quit picking up the phone when it rings now let's take a different schedule let's say that I pick up the phone one time nobody's there I pick it up the second time somebody's there hi Bill then the third time it rings I pick it up nobody's there the fourth time I pick it up nobody's there the fifth time I pick it up some oh hi Bill and so I'm getting reinforced maybe every three or four trials or maybe we move that out that somebody picks up and said then somebody says hi bill every ten times it rings now I'm realizing that it doesn't I don't always get reinforced but I am getting reinforced like one out of ten times now how many times does how many trials does it take for me to extinguish that behavior now well instead of 10 or 15 on a continuous reinforcement schedule it's probably going to take 50 or 60 trials for me to quit picking up the phone and saying hi because i'm not expecting somebody to be there every time right and so this is why gambling work for example slot machines you get rewarded every time you pull the slots no no you get rewarded maybe one out of 50 or 75 times oh they got you hooked let me tell you now you're on us one out of 75 reinforcement schedule and how many times going to have to pull that slot machine handled before you realize that you're sending money down a whole two three four hundred times so the bless you get reinforced the longer it takes to extinguish the behavior let's give an example of raising children you've got a child your child comes up to you and says daddy I'd like to get a candy bar no no candy bar runs over to mommy mommy I want a candy bar no no candy bar comes back daddy I'm with that candy bar no daddy I want that candy bar No goes to mom again mommy I want that candy bar no comes back to dead the seventh time daddy I want that candy bar oh ok you can have the candy bar so what have you just taught your child they're going to have to ask you at least seven times before they get that candy bar and I see this all the time when people raise their children I don't have kids I got to tell you that but I certainly know about operant conditioning and when you when the kid six seven eight nine ten times why why I want and what oh ok you can do it you've just taught that child that they're going to have to ask you eight nine ten times to get that candy bar and now that they're on this one out of ten time reinforcement schedule how long is it going to take to extinguish that behavior you're going to have to say no 75 times in a row before they finally believe you mean it so just a little hint about reinforcing children when you say no no no oh ok you're reinforcing the wrong behavior you're reinforcing sort of what we call complaining whining begging and so on so the best thing is to say no one mean it and that's it don't ask me again i said no i meant no and that's a better way to raise a child I know this isn't in the presentation either but there's always a question about who who does the punishment in the home the mother the father both or whatever it's the the data as I know it is that it pays for at least one of the parents to be the one that says no one really means and the one that would deliver punishment if get punishments necessary so maybe you can play the good cop bad cop role I'll go ask your dad oh he said no well I guess it's no then and then you won't have this I what I 10 10 10 10 K now use punishment wisely because of these issues we talked about most psychologists believe that punishment especially severe punishment is a poor way to get rid of unwanted behavior and only be used as a last resort when you punish somebody it should not involve physical abuse you should tell the person exactly what they were punished for and what behavior is expected don't just say you didn't do the maintenance task correctly tell them exactly what it was they didn't do that they're being punished for it you didn't use the torque wrench like you're supposed to for example and also you should start reinforcing the correct behavior and you should consider using progressive punishment this is what we use at Boeing first time you don't follow procedure you get a verbal warning second time you get a letter in your personnel file third time you get three days home without pay now in truth you probably get three or four verbal warnings it's not just once it's probably three or four times but it's progressive so you're giving the person the chance to correct their behavior before you get to something that's more severe like three days home without pay now there's a movement within the aviation industry to limit punishment of mechanics and pilots and so on because of the belief that punishment inhibits reporting of important safety related information and I agree if I come to you and give you the bad news about a mistake i just made on an aircraft that's going to cost you twenty thousand dollars replace the part and you say what you did wat three days home without pay i think i'm going to tell you next time probably not now maybe you're going to find out anyway but one of my first experiences doing the media training teaching an airline how to use our then investigation process I was halfway through the three days and I realized I was wasting my time because at this airline they had two types of pay for mechanics base pay and what they called incentive pay now it really was an incentive pay well maybe they thought it was if you didn't make an error that month you got the incentive pay if you made an error doing a maintenance task you didn't get the incentive pay now the base pay wasn't enough for you to feed your family and pay your rent with so you really needed the base pay and the incentive pay to scrape by so guess what at this airline there was an unwritten rule you see me make an error you don't tell on me I see you make an error I don't tell on you so code of silence the other thing is if I damage the part putting it on the airplane I can't go back to stores and say gee I'm sorry I damages part would you please give me another one because I'd be admitting that I made an error so they let damaged parts fly out on the revenue flight and they let the pilot find it this is not safe so the the fact is it was a punishment that was driving this behavior people the punishment was taking away the pay so if we want to get the industry safer we need to encourage voluntary reporting and Punishment disgrace is voluntary reporting now in the US we've got a program now called the aviation safety action program I've got to give the FAA credit in the late 90s they realize that punishing mechanics by taking away their A&P certificate meant that those mechanics wouldn't report unsafe types of practices and the FA never used to distinguish between an honest error that led to an airworthiness issue versus an intentional violation that led to an airworthiness issue but in the late 90s they realized that by punishing mechanics and pilots that they were getting less safety reports and they probably could get if they took a different attitude so they started this program called ASAP aviation safety action program the airline has to send a membrane sign a memorandum of agreement with the FAA about the program there's an advisory circa route on it you could go the f a website and look it up and what it is is the FAA is now agreed that if a mechanic flight attendant dispatcher or pilot they got program for all four groups voluntarily report that they screwed up the pilot I've broken altitude coming in for landing or mechanic I didn't use the right tool and I damaged some equipment if they admit it and file an ASAP report and now there's a three-person committee that deals these ASAP reports one person from the FAA one person from management and one person from labor and if they agree to accept that report then you're guaranteed as a mechanic pilot dispatcher if I'd attendant that you will not be punished and it will be a company improvement that needs to be made now maybe you go to training and maybe you can see consider that punishment but in essence when they accept that report now the company takes responsibility for the corrective action and the FAA doesn't write up a letter of loi letter of Investigation thank you and put it in your file or they don't take your pilot significant away or they don't take your maintenance certificate away and this now has led to a lot of reporting especially on the part of pilots I I know an airline in the US and at about 10,000 pilots and 10,000 mechanics they got 30,000 reports here from pilots they got about 300 from the mechanics so the pilots certainly reported a higher rate but it's a great program because now people are voluntarily admitting that they did something they weren't supposed to and they aren't punished for it but still you come up with some corrective action that's not punishment to deal with the issue so it's it's something that I think is a great idea that the FA had and really helped improve airline safety in the United States there's also a concept called the just culture or just means fair there's a least a couple people you've probably all heard a professor Jim reason from the UK the guy who came up with a Swiss cheese theory of the air he has a just culture algorithm that he has published I had a friend that I used to work with at bullying and got David marks it has a company that this does get just culture training and I'm sorry to see that being adopted by Airlines Claude US airways American Airlines name a couple have put a just culture in place and usually there's no punishment in a just culture unless you do do some serious safety violation that it's very clear that you're not supposed to do and the company needs to make clear what are unacceptable behaviors and sometimes they do that through something called a key behavior program and I'm going to talk about key behavior programs at the end of this presentation so now let's talk about taking a responsibility responsibility is recognizing that you can affect the team success and choosing to do that and a team sometimes we feel less responsible like well somebody else will do it or the whole team agreed so it doesn't really matter what I think or nobody saw me do it they could think anybody did it so tend to take maybe a little less responsibility there's two seminal studies are done in psychology in the late 40s early 50s one was an obedience to Authority study and one was conformity to team the dr stanley milgram did the study on obedience to authority and if you said in the simon severn talk yesterday afternoon 3 30 25 he mentioned the Milgram study which I found really interesting because I use it a lot of my talks and then dr. ash did a study about conformance to group so let's talk about these obedience at a compliance of a person due to the perceived authority of the asker so a request from an authority figure is seen as a command so if your CEO comes in and says something like hey wouldn't this place look better if we cleaned it up is he really asking you a question or is he telling you to clean the place up well the way we perceive its he's telling us to clean the place up dr. Milgram was interested in unquestioning obedience this is right after World War two the axis we we won the Germans lost and we took a lot of those men who ran the extermination camps and concentration camps and put them on trial for killing the Jews and putting torturing people and so on and there their defense always was I was just following orders Hitler told me to do it I was just following orders and as you know that was not seen as a good defense no you're supposed to take personal responsibility all of those people that ran those camps got thrown in jail so dr. Milgram wanted to see if the average US citizen would refuse to do something where they felt that they were hurting another person would they act like that concentration camp person or would they say nope I'm not going to do that I don't want to hurt somebody so he set up this study he was the experimenter there's a picture of dr. Milgram this involved a Learning tests and shocking a person if they made a mistake except they never got shocked so I'll make that clear in a minute so here's dr. Milgram a very good authority figure for one thing he was a doctor he was six foot three tall people are bored with authority figure than short people had a full head of hair people hair or more of authority figure than pipe without males are more authority figures and females with a suit on you're more of an authority figure and in the experiment he wore a lab coat over the top of the suit which made him look even more like an authority figure so he had a colleague dr. mubaric with had a colleague who played the role of and the volunteer the person that we as psychology called the subject was off the street they answered an ad in the newspaper asking for volunteers to serve in the study and they I think they were paid taxi fare to and from the study but they weren't paid for being in the study i believe so they basically fooled this person off the street who's going to be the teacher into thinking that he or she was giving a shock to the student for each memory error and this is the shock panel and sock generator panel and it's just a little series of flip switches that are labeled in 15 volt increments and above the 15 to 60 volts there's a little label that says slight like slight shock and from 75 250 volts that says moderate shock and from 375 to four hundred twenty volts it says danger severe and the last 2 435 and 450 volts there were no words to describe how bad it was so we just put above those two switches now truthfully if the conditions are just wrong you can kill a person with a 75 volt shock if there's enough amperage so 450 volts actually would probably kill people but again the person wasn't giving a shock but the student here was the setup so here's dr. Milgram behind his desk here's the volunteer the person off the street sitting in front of the shock panel and here's the student who's working with dr. Milgram he's part of the experiment and he's sitting behind the wall so the volunteer can't see him and when they start out this person helps dr. Milgram strap this person down the chair so they put his arms on the his arms on the arm of the chair they strap him down and then they connect a electrode to his right hand right right here and as they're doing this the student again working with dr. Milgram says oh by the way I've got a heart condition is that a problem and Milgram said no no you're not going to get enough shock from to hurt you with your heart condition now the only person who got a shock in this study was the volunteer off the street they gave him the 15 volt shock off of the shock generator to fool him into thinking that when he flipped that switch he was actually shocking somebody but when he flipped these switches there was no shock to the student the student was given a script to follow told when to make an error and then as the student makes errors the experimental tells the teacher the person off the street to give a higher level of shock for every mistake so the first mistake 15 volts second mistake 30 volt third mistake 45 volts and the question was how high would the person go with the shock so the student / script / the script protests more and more as the shock level increases so at 120 volts he said ah hey this really hurts and there is a speaker between that's on the wall so the teacher can hear what the students saying that he can't look them in the eye and just hear what he's saying at 150 volts the student says and experimental that's all get me out of here I told you I had heart trouble my heart starting to bother me now sometimes the the student the teacher would say to dr. Milgram should I keep going yep keep going don't worry I take I take responsibility keep going at 300 volts the student gives it ahh he gives a scream he said I absolutely refuse to answer any more get me out of here you can't hold me get me out of here at 330 volts he gives an even louder scream let me out of here my heart's bothering me I let me out I tell you and then he stops and when he gets a 345 volt shock there's no noise coming out like he died of a heart attack often the teacher would then say the Milgram what should I do he's not saying anything and Milgram's response was no responses in the correct response keep shocking him solid the question was how many students would give the highest shock level now since you don't have my presentation to look at what's your guess what's your guess what percent of these people went all the way up to 300 and what is it 45 volts zero somebody heard the story the other day therefore made a great guest of sixty-five percent sixty-five percent of the subjects continued to obey to the end you'll see a few of them dropped off actually because this gentleman mentioned to study i googled last night looked at it again they talked to the people who quit giving the shock in here and there were various reasons for it but usually it wasn't i wasn't i didn't want to hurt people and i didn't think this is a great idea and that kind of thing but basically 65 two people out of three went up to 450 volts basically saying they could have been the Nazi concentration camp the personal ran the Nazi concentration camp and they would say I was just following orders so they asked him why why did you go to 450 volts well they said well the student volunteered or I was helping advance science or the experimenter of self-assured and said that he'd take the responsibility and this this study was published i think it was in 47 48 something like that and as will happen in psychology or any science where you you have to publish or perish a lot of people started to replicate the study and change the variables just a little bit one of the variables they change was taking that wall down so that when you shocked the person you had to look them in the eye when their screen people would in that case would a lot more of them would stop shocking long before they ought to 450 volts so when they actually had to watch the person they were shocking then they wouldn't go up to 450 volts now this study by the mid 50's was considered unethical a lot of the people that went and I don't know the percentage but some of the people that went up to 450 volts they came out of the study thought wait a minute myself images I'm a good Christian person and I just went up to 450 volts and was shocking the guy even after I thought he was dead I can't believe I did that and some of these folks had to go to psychotherapy for ten years I mean they really had it really had a profound impact on their psyche and and so this is not a considered ethical anymore you can't fool people into thinking they're hurting other people it's not allowed by psychology but interestingly it's allowed by daytime TV so i mentioned i received in a flight safety foundation awards and lisbon portugal it was a flight safety foundation airbus because airbus is the one that supports the the award and airbus was kind enough to give my wife and I a business-class ticket from seattle lisbon and the hotel room and so on to receive it and we're and we're in lisbon at this hotel and I flip on the TV and there's a daytime TV show and there's a guy strapped in the chair in the middle of three concentric circles of people sitting in chairs and they've all got a button on their chair and I don't speak Portuguese so I don't understand exactly what was going on but I could tell that they were shocking this guy and I'm i doubt if he actually was getting shocked he was a good actor and so they'd ask some question and he evidently give the wrong answer and people go like this and roll their eyeballs up and then they got to decide whether to shock him or not they had four levels of shock they all went up to the fourth level that gosh in psychology this is unethical and daytime TV it's considered entertainment so the message here is a majority of mechanics or engineers will do what they're managing the asker tells me to do even if they do not feel comfortable doing it therefore from mechanic has told to do something unprofessional some unprofessional behavior by mannys but they're likely to do it because of the authority figure the other study was dr. Ashe interested whether people would form to the beliefs of others in a group or a team so conformity means that you're adopting the attitudes and behaviors of others because of team pressure to do so and this pressure can be real or imagined but the main reason for conformity be accepted as part of the group for part of the team so he had a study didn't involve shock he had a I think I'm wrong now but listen I'll just look googled this one last night and he had a screen that he showed lines on I think he actually showed them on cards and here's dr. ash and these nine people are working with dr. Ashe they're part of the experiment they know what's going on the tenth person is the subject that's the person that doesn't know what's going on and so one through nine we're working with dr. ash and in this study there was a it's a real simple study dr. ash would show a standard line and then three comparison lines and your job was to pick the comparison line that was the same length as the standard line now tell me which line is it is number two right this is this was not a test of your visual acuity these lines differed by several inches there was an obvious correct answer to which line is a comparison line is the same as a standard so in this study the first two trials they did 18 trials the first two trials number one gave the correct answer and then everybody else gave the correct answer in 10 gave the correct answer second trial same thing happened on the third trial on purpose number one picked the wrong line and 2 through 9 said the same answer and now the question is what's the subject going to say nine people have just said that the real line was one and this guy's looking and I've seen a video this the first guy says ones the same length of the standard line and guys guys guys an idiot and then the second person picks the wrong way oh there's two idiots in the room and then the third guy picks the wrong line and then he starts to slide down his chair and look around like what's going on and then the fourth and the fifth and he gets to him there's a ninth tenth guy what do you say what does he say well seventy-five percent of the subject gave at least one wrong answer typically the first time all total 30 / seven percent of the responses were wrong so on 12 trials thirty-seven percent of the time the wrong answer was given by person number ten so this is called peer pressure now this the message here is a mechanic or engineers friends and co-workers have a large influence over their attitudes and behavior so you're probably heard these types of stories you get somebody newly out of A&P school they come in are going to do their work by the book and some old grizzled mechanic pulls in the sign says listen kid let me show you how we really do it around here and then he shows you the shortcut the violation or whatever it is that they do so we want people to take responsibility we want them to pick that right line every time we want them to admit and fix errors say something about a situation when there's something wrong address non-critical problems like picking up debris from the ramp firing in that safety wire you dropped maintaining your professional responsibilities maintaining technical currency and so on but so why do we see unprofessional behavior well there's various reasons one be