*3.1. Model Design and Description*

Currently European measured levels of aviation safety are generally considered as acceptable. As domain activity is expected to increase in the coming decades, further steps to improve or at least preserve contemporaneous levels of safety will have to continue to be developed. One of the main facets of safety managemen<sup>t</sup> is the reporting, collection, analysis and follow-up to incidents according to Annex 19 [22]. This is also highlighted in an EU communication COM/2011/0670 [23] and (EU) 376/2014 [6]. A primary reason for the emphasis on reporting and subsequent learning from incidents (LFI) is to enable and support a shift from prescribed safety oversight to a risk-based programme. This is seen as the best fit to enable and effect improvements in areas that will present the most risk [24]. Figure 1 presents one view of a generic incident lifecycle [25] integrated with an interactive framework arising from the researchers work. This 'proposed enhancement' could augmen<sup>t</sup> a learning dimension in the cycle of an incident.

**Figure 1.** Incident learning product and process (Broken line denotes iterative learning feedback).

Figure 1 also illustrates a view of the overall process employed to acquire, process and store incident data. The 'broken line' arrows signify an iterative action at each stage of processing the incident. The purpose of this is to ask and record what can be learned at each point? The motif of how a learning product originates from the regulatory perspective is also featured. The effectiveness of the learning from the event is considered in terms of how it can be gauged. This is evident from feedback originating from the actions in the cycle when the learning product is being developed. Closing the learning loop is also necessary and reflected in graphic form. In addition to this, assessing actions at each incident stage is intended to support an analysis of how effective resulting actions are in terms of preventing recurrence of the incident. Actions to prevent the recurrence of the same or similar events can be embodied as a result of how effective the learning was. As such the novelty of this framework exists in its clear visual representation rather than the actual arrangemen<sup>t</sup> of the specific stages recorded. Traditionally the industry focus on incidents and occurrences has pivoted solely around the reporting requirements. These obligations are

the backdrop against which mandatory reporting activity takes place. The establishment of causation is required by regulatory process but little or no suitability of same is mandated by requirement in support of any potential for learning. The featured framework serves to present the main elements of an incident during its lifecycle and highlight the aspects to be considered when incidents are being used in support of developing e ffective safety lesson delivery.
