Simulator- Based Driver Training - University of Birmingham

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Train Control Train Control Signalling Signalling Rolling Stock Rolling Stock Infrastructure Infrastructure Operations Operations Systems Thinking in Simulator-Based Driver Training MMI of DMU Department of Civil Engineering, University of Birmingham Slide No: 47 Systems Thinking in Simulator-Based Driver Training Department of Civil Engineering, University of Birmingham Slide No: 48 24
Train Control Train Control Signalling Signalling Rolling Stock Rolling Stock Infrastructure Operations Systems Thinking in Simulator-Based Driver Training Importance of SA • Endsley’s (2000) situation awareness (SA) focuses on the information and cues (internal and external) environments that underlie the decision-making process. Infrastructure External factors Perception Comprehension Projection Operations Perception Internal factors Decision making � Feedback Actions � Feedback Department of Civil Engineering, University of Birmingham Slide No: 49 Haptic cue – engine and ground speeds not synchronised; Visual cue - ammeter fluctuating; Aural cue – grinding noise from wheelsets; Errors include: External factors: Driver never experienced this before; Driver does not look at the instruments; Driver does not hear the noise because he is wearing hearing defenders. External cues – Did the driver receive advance warning of prevailing low adhesion conditions and were the tell-tale signs evident at the time of occurrrence? Internal cab environment – Is the driver’s MMI easy to interpret? Were there distractors - other people, mobile phone etc. Comprehension “This is the area where wheelslip is encountered regularly”; “It mentions these symptoms in the locomotive drivers’ manual”as being related to wheelslip; “It is autumn and there are a lot of leaves on the line”; Errors include: Internal factors (driver): Not being able to apply the written material practically; Not establishing the connectedness between the seasons, seasonal effects and the location; Poor mental model of the mechanical subsystem. Systems Thinking in Simulator-Based Driver Training Projection “If I persist with this course of action, i.e., demanding tractive effort from the traction unit, I will damage the wheelsets and burn the railhead. This could lead to a rail fracture with potentially dangerous consequences. I will note the exact location and inform the regulator to ensure that the line is examined in case I have already damaged the rail! Errors include: Not associating wheel slip with the potential for a rail fracture under a following train; Not associating wheelslip with accelerated wheel wear. Decision making: “I will close off the power controller”; “I will have the rail head examined for burns and damage”; “I will obtain assistance from another train” Errors include: Limited search for options; Dissonance. “I’m frustrated. This is the second time this month that my train has failed. If I wait for assistance, I will be late for my domestic commitments”. “The passengers are irate and are knocking on the cab door looking for information updates. I cannot divide my attention between the operational issue at hand and my customer care duties”. “Whenever possible, I should not stop the train at the foot of an incline – particularly during periods of low adhesion”. It’s not my problem that the traction unit does not have effective WSP equipment. I cannot be held responsible for wheel damage” � Feedback Department of Civil Engineering, University of Birmingham Slide No: 50 Actions: Apply brakes; Lessen demand for power; Declare train a failure; Communicate. Failure to act will result in: Lost time, Wheel and rail damage; Possible accident; Driver frustration. � Feedback 25
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