Helicopter Pilots

The Test Solution “Helicopter Pilots” can be used to assess the psychological aptitude of a person for the profession of helicopter pilot. The focus is on professional pilots who operate helicopters in passenger transport, rescue, or operational flights. The procedure is suitable for applicants both without and with prior experience. The selection of test dimensions is based on the guidelines of the International Air Transport Association (IATA, 2019), the recommendations of the European Union Aviation Safety Agency (EASA, 2019), as well as empirical findings on the cognitive, motor, and personality-related requirements of helicopter pilots (Bushby & Gaydos, 2023; Ceschi et al., 2019; Dickens, 2014; Dickens & Farrell, 2019; Grice & Katz, 2006; Grice & Katz, 2007; Hamlet et al., 2020; Hamlet et al., 2023; Pennings et al., 2020). The guideline for pilot requirements by the IATA includes, in the category of basic mental abilities, processing speed, memory capacity, spatial visualization ability, Ability to concentrate, and logical reasoning. In addition, operational abilities include manual control, effective work sharing, problem solving, as well as mixed abilities such as multi-tasking, psychomotor skills, attentional control, and spatial visualization ability. Furthermore, findings from research on general pilot aptitude (Al Mamari & Traynor, 2019, 2021; Breuer et al., 2023; Hunter & Burke, 1994; Johnson et al., 2017; Martinussen et al., 2022; Wang et al., 2018; Zierke, 2014) were considered, as the fundamental requirements overlap.

A central psychophysiological risk is spatial disorientation. Bushby and Gaydos (2023) report that 68 % of helicopter crews experienced disorientation during a training flight. Pennings et al. (2020) also show that the risk of spatial disorientation is significantly higher in helicopter operations than in fixed-wing operations due to low flight altitudes, restricted visibility conditions, and the use of night vision systems. Accordingly, spatial visualization ability and situational awareness represent central dimensions in the present Test Solution (Bushby & Gaydos, 2023; Dickens & Farrell, 2019; Pennings et al., 2020; Al Mamari & Traynor, 2021; Hunter & Burke, 1994; Johnson et al., 2017; Martinussen et al., 2022).

Both studies in the field of general aviation psychology (Al Mamari & Traynor, 2019; Hunter & Burke, 1994; Johnson et al., 2017; Martinussen et al., 2022) and requirements analyses for helicopter pilots (Hamlet et al., 2020; Hamlet et al., 2023) emphasize the importance of multi-tasking ability as well as Ability to concentrate (Zierke, 2014).

Similar to airplane operations (Hunter & Burke, 1994), the ability to react, i.e. reactive stress tolerance, meaning the ability to react quickly and correctly under strain, is also relevant in helicopter operations. This dimension plays a greater role in helicopter operations than in airplane pilots due to lower flight altitude and generally more adverse conditions (Dickens & Farrell, 2019).

Another difference compared to flying an airplane lies in the necessity of almost continuously controlling the aircraft during manual operation in order not to deviate from the intended flight path and to maintain a stable position while hovering without drifting. Accordingly, continuously precise eye-hand coordination is relevant in order to follow the intended flight path (Al Mamari & Traynor, 2019; Dickens & Farrell, 2019; Martinussen, 1996).

Studies on civil and military pilot selection further show that logical reasoning, numerical ability, and working memory correlate with training and occupational success (Al Mamari & Traynor, 2019; Hunter & Burke, 1994; Martinussen, 1996; Wang et al., 2018; Zierke, 2014). According to Ceschi et al. (2019), these cognitive abilities are also relevant for helicopter pilots.

Personality also plays an important role in the competency profile of rotary-wing pilots. Empirical research highlights the particular relevance of emotional stability and conscientiousness, as experienced rotary-wing pilots consistently show low levels of neuroticism and average to elevated levels of conscientiousness, while openness tends to be lower (Grice & Katz, 2006, 2007; Dickens & Farrell, 2019). These trait patterns reflect controlled, rule-oriented behavior and resilience in safety-critical situations. In addition, requirement analyses and models of non-technical skills emphasize the central importance of teamwork, communication, and coordinated decision-making (Ceschi et al., 2019; Hamlet et al., 2023), thereby supporting the relevance of agreeableness and extraversion as additional personality dimensions. Overall, this personality profile promotes calm behavior under stress, stable decision-making processes, and effective collaboration in operational settings.

The Test Solution “Helicopter Pilots” therefore comprises the following dimensions:

• Reactive stress tolerance (DT)

• Multi-tasking ability (M-TASK), screening: divided attention (TACO)

• Sustained attention (TACO)

• Logical reasoning (INT)

• Numerical ability (INT)

• Spatial visualization ability (INT)

• Eye-hand coordination (2HAND)

• Working memory (SPAN)

• Obtaining an overview (ATAVT-2)

• Personality: conscientiousness, extraversion, agreeableness, emotional stability (FCB5)

The table below provides a complete overview of the specific weightings of the individual tests used to calculate the overall score for the Test Solution “Helicopter Pilots”. For the weightings used to calculate the overall score, the best available effect sizes with regard to criterion validity were identified. Further information on the calculation and interpretation of the result of a testing can be found on the page: Notes on evaluation and interpretation

A standard form and a screening form are available. The standard form covers the entire ability and personality profile and is intended for comprehensive aptitude testing. The screening form focuses on the central cognitive dimensions (spatial visualization ability, logical reasoning, obtaining an overview and divided attention), as well as the relevant personality traits. No parallel test form exists for multi-tasking ability, therefore practice effects and familiarization with the material cannot be ruled out in open mode administration, so the convergently valid dimension divided attention is administered instead. The test duration is approximately 128 minutes for the standard form and 40 minutes for the screening form.

References can be found here: Literature