SYSTEMIC FACTORS OF THE AEROSPACE ENGINEER LEARNING CURVE

• DOI: https://doi.org/10.22533/at.ed.8208162614014

• Palavras-chave: Learning curve; Training; Mentoring, QHS Methodology

• Keywords: Learning curve; Training; Mentoring, QHS Methodology

• Abstract: This work studied the progress made by the communications and electronics engineers (CEES) working at Servicios a la Navegación en el Espacio Aéreo Mexicano (SENEAM), with the aim of establishing their transitions and projections while working at this company, and acknowledging the learning curve by this staff from their beginnings as CEES in the corresponding area of IDS, communications, radio aids or radar operations. Learning curves are empirical models that allow studying technological transformations as a result of learning processes. From this, learning is understood as the knowledge we acquire from the repetition of a process (learning-by-doing) (Arrow, 1962). Wright (1936) published an article stating that the learning curve phenomenon was observed for the first time in 1920. On this regard, Hirschmann (1964) comments on the benefits of the learning curve that “practice makes perfect, and things can be done better not only the second time, but every time we try.” Hence, the learning curve is the one in charge of quantifying and graphically representing this performance (Hirschmann,1964). In this context, SENEAM, which has more than 40 years of experience in the Mexican aeronautical industry, provides air navigation assistance services with safety, fluidity and order, ensuring quality and efficiency in accordance with applicable national and international regulations. Consequently, this research is expected to reveal the factors that determine the learning curve of CEES in the airline industry through the case study of SENEAM.