EASA Module 8 study plan

Explain, in writing and without notes, how the eye and the ear convert a stimulus into a signal the brain can act on, and list the practical maintenance consequences of each limitation (night vision, colour coding, noise-induced hearing loss)

Classify at least ten given maintenance scenarios as attention/perception failures or memory failures, and justify each classification

Describe how expectation, habit and incomplete information distort perception during a visual check, using one self-chosen example from a line or hangar task

Summarise the causes of claustrophobia and the physical-access constraints of fuel tanks and wheel wells, and list three control measures for each

State the definition and scope of human factors in maintenance, and explain with two examples why Murphy's law style assumptions are unsafe as a planning philosophy

Map each performance factor (fitness and health, stress, time pressure and deadlines, workload, shift work, alcohol, medication and drugs, fatigue) to at least one concrete maintenance consequence

Distinguish productive from unproductive stress and describe three personal coping strategies that are acceptable in a maintenance organisation

Calculate the effect of a night-shift roster on a hypothetical technician's sleep debt and argue whether the rostered task should be deferred

List the legal and physiological limits on alcohol and medication use for a certifying technician and state what to do when a colleague appears impaired

Design a realistic personal fatigue-management plan for the eight weeks of this study programme, including sleep, caffeine and study timing

Draw from memory the Reason skill-rule-knowledge model and the Swiss-cheese model and label the defence layers in a typical maintenance organisation

Differentiate slips, lapses, mistakes and violations, and sort 15 given maintenance events into those four categories

Explain the SHELL model and use it to analyse one maintenance error from a published accident summary in under 300 words

Argue why punishing the individual does not remove the error and describe three organisational defences that do

State the implications of an error at each stage of a maintenance check, from inspection to release to service

Identify, for a hangar, ramp and fuel-tank environment, at least eight hazards and match each to a specific avoidance or control measure

Explain the technician's duty to comply with instructions and the correct course of action when an instruction is unsafe or unclear

Describe the hazard-reporting chain in an approved maintenance organisation, from observation to feedback, and name what makes a report usable

Relate noise, illumination, temperature and vibration to measurable performance degradation, with at least one quantitative limit for each

Explain why 'safety first' is an operational priority rather than a slogan, using one case where commercial pressure was allowed to override it

Distinguish individual from shared responsibility and describe how peer pressure both protects and endangers a team

Describe the effect of national and organisational culture on reporting behaviour, and list three practical ways a supervisor can reduce the power distance that suppresses reporting

Identify the characteristics of effective supervision and of a well-functioning maintenance team, and score one team you have observed against them

Write a task handover that is unambiguous, complete and correctly signed, then have it reviewed by a peer and revise it

Explain the requirements for work logging and recording, including currency and keeping documentation up to date, and list the failure modes of a shift handover

Compare the human-performance demands of physical work, repetitive tasks, visual inspection and complex systems, and state one error-mitigation technique for each

Explain why repetitive and low-arousal tasks produce more lapses, and describe two countermeasures you can apply on the job

Complete a full-syllabus closed-book sweep, listing every sub-topic of the nine domains and flagging each as secure, shaky or unknown

Convert every 'unknown' flag into a scheduled review slot within the remaining two weeks

Sit two timed 60-question mock exams under exam conditions and record the score and the error type for every incorrect answer

Re-teach, in your own words, the four weakest sub-topics identified by the mocks and re-test yourself on them the following day

Reduce recurring error patterns by writing a short correction note for each repeated mistake class

Practise 20 numerical or definitional recall items from the highest-weight domains until answered correctly twice in a row

Consolidate the full syllabus using only your own summary sheets, with no reference to source material after day two

Sit two further timed mocks and reach at least 80% on both

Recall the key models, definitions and limits (Reason, SHELL, Swiss cheese, vision and hearing limits, noise and temperature thresholds) from memory in a five-minute brain dump

Confirm readiness by listing every domain with its weighting and stating one high-yield fact for each