Considering the three main criteria for a nomothetic relationship in social research (Babbie, 2013), the researcher hypothesised a relationship between emotional awareness and human error. Supporting this argument, Stein and Book (2011)
conceptualised emotional awareness and converted information from the environment for effective decision making. As shown in Table 3.3, emotional awareness is a construct of emotional intelligence (EI) (Salovey & Mayer, 1990). For this study, emotional awareness pertains to innate intelligence and is concerned with conscious and cognitive activity. Additionally, emotional awareness is the acquisition of knowledge and decision making through emotions, while unconscious activity plays a vital role because emotions emanate from it (Lehr, 2014). For aircrew to be able to maintain situational awareness, they need to be able to perceive emotion. This is vital to recognise their own emotion as well as the emotion of another aircrew member (Alpullu, 2013; Endsley & Jones, 2012; Killian, 2012). Brown and Moren (2003) explain that emotion influences thought and behaviour, which indicates a significant relationship between emotional intelligence and human performance (Bar-On, 1997; Brackett & Salovey, 2006; Bar-On et al., 2006). Because of the importance of emotional awareness and the influence it has on the aircrew’s perception and decision making, emotional awareness formed the basis of this study.
Emotional intelligence researchers argue that a person’s personal and professional success in life depends not only on cognitive abilities, but also on emotional skill and social traits (Killian, 2008; Stein & Book, 2011). Various theorists propose different concepts related to emotional intelligence and agree on emotional quotient dimensions (see Table 3.3) namely, emotional awareness, social awareness, self-management and relationship management (Killian, 2012; Bar-On, 2010).
Additionally, emotional intelligence moderates the relationship between stress and performance (Alpullu, 2013; Wu, 2011). Stein & Book (2011) explains emotional awareness as a sub-scale of emotional intelligence in that it represents the potential for behaviour and not the actual behaviour. A study of Reuven Bar-On’s model and meta factors pertaining to emotional intelligence sub-scales directed this study to explore the relationship between emotional awareness and human error (Alpullu, 2013; Bar-On, 2010; Killian, 2012).
3.3.1 Emotional awareness: Bar-On’s emotional intelligence sub-scale
Exploring the scales of emotional intelligence, this study focused on the composite emotional awareness based on findings from Bar-On (2010), which indicate emotional awareness as a building block to self-perception and an activator to emotional intelligence (Table 3.3). Relevant to our effort to conceptualise emotional awareness, research by Stein and Book (2011) provided conclusive evidence that cognitive ability identifies and describes one’s own emotional experiences as well as those of others (Lane & Schwartz, 1987) by describing emotional awareness as the conscious processing of emotional information (Lane, 2000). Aircrew must be prepared for any situation or emergency. In the case of the Hudson River landing, emotional awareness provided skill and strategies to adapt to and deal successfully with any situation. Therefore, the researcher postulates that there is a relationship between emotional awareness and human error (BEA, 2016). Table 3.3 EQ-I 2.0 Model. Scales and assessment
EQ-I 2.0 scales EI competency assessed by each scale
Self-perception Emotional awareness
Self-regard Self-actualisation
Self-expression Emotional expression
Independence Assertiveness
Interpersonal Interpersonal relationships
Empathy
Social responsibility
Decision making Impulse control
Reality testing Problem solving
Stress management Flexibility
Stress tolerance Optimism Adapted from Stein and Book (2011, p. 23)
Recognising the importance of emotional awareness to notice one’s own thought and feelings, Coates (2008) states the significance of being able to observe the constant interaction between thought and emotion. Brown and Moren (2003) argue that when aircrew fail to identify their emotions, this might result in amplification, suppression or maintenance of an inappropriate emotion, resulting in human error. Applied to aviation,
emotionally aware aircrew will observe stress within themselves or other aircrew members and display calmness. Emotionally aware aircrew may reduce their stress, thereby enhancing confidence and performance.
Considering the importance of emotional awareness in relation to aviation safety, the researcher argues that emotional suppression is detrimental to perception and may lead to human error. Emotional awareness is therefore paramount to recognise subtle emotional cues and to be equipped for dealing with one’s circumstances (Hefferon & Boniwell, 2011). Kern (2009) states that low emotional awareness may cause highly trained and skilled aircrew to err. Applied science and human factor research recognise how important it is for emotionally aware aircrew to accurately perceive stress to regulate and manage their environment (Han & Johnson, 2012).
Human factor science argues that the ability to be consciously aware of emotion is an important and unique competency. Being aware of emotion is important to recognise the situational nature of the environment and to modulate and manage reactions to stressful events (Morris et al., 2010). Adding to this, emotion contains important messages that cannot be ignored (Newby & Narain, 2016). Safe performance requires aircrew to be aware of their emotional states and to operationalise underlying messages related to their environment. Aircrew need to be skilled in emotional literacy and emotional awareness lexicon to distinguish and express their emotion (Brown & Moren, 2003).
A study conducted by Reyes-Dominguez (2010) supports this hypothesis and suggests that there is a relationship between emotional awareness, success and increased performance. Additionally, emotional awareness has been associated with signs of positive mental health, job satisfaction, organisational commitment, productivity and trust (Schutte & Malouff, 2012). The most prevalent Human Factor traits currently studied by positive psychologists are self-regard and self-acceptance, based on emotional awareness. Human factor research agrees that emotional awareness could affect and regulate safe performance, decision making and problem solving to reduce human error (Hefferon & Boniwell, 2011; Newby & Narain, 2016; Bar-On, 2010).
3.4 THE RELATIONSHIP BETWEEN EMOTIONAL AWARENESS AND HUMAN