NASA Technical Memorandum 112192DO - PDF document

NASA Technical Memorandum 112192DO A Training Manual Lori K. McDonnell, Kimberly K. Jobe, R. Key Dismukes (NASA logo)(FAA logo) NASA Technical Memorandum 112192DO A Training Manual San Jose State University Foundation, San Jose, California San Jose State University Foundation, San Jose, California (NASA logo)(FAA logo) vexperiences the LOFT instructors shared, and general literatureon facilitation. Data and references to relevant literature from theby R.K. Dismukes, K.K. Jobe, and L.K. McDonnell (NASATechnical Memorandum 110442; March 1997).instructors may draw upon to develop their own style.This study was funded by the FAAÕs Office of the Chief vi .......................................................................................................v....................................................................................................1..............................................1................................................................................3..................................................4......................................................................4.......................................................................................6................................................................................6.......................................................................7.................................................................................7................................................................8.............................................................8................................................................9..................................................9.....................................................................9....................................................................9....................................................9..................................................................................9.........................................................................9..............................................10...............................................10................................................................................10..........................................................................................11..........................................................11.....................................................12......................................................13....................................................................................................13..........................................................14..............................................................................14................................................................................14..........................................................................15..............................................16..........................................................16..................................................................17.........................................................................18.............................18...............................................................................................21.............................................................................21............................................................................21..........................................................................22............................................................................................23................................................................................................24..............................................................................24.........................................................................25 ..................................................27...............................................................27.....................................................................................28...................................30......................................................31.....................................................31...............................................................................33....................................................36...................................................36.....................36......................................37.........................................................................37Appendix A. Organizing the Discussion: The C-A-L Model.......................39Appendix B. Guidelines for Facilitating LOS Debriefings........................43 Facilitating LOS Debriefings:A Training Manual, Kimberly K. Jobe1Ames Research CenterSUMMARYR.K. Dismukes, K.K. Jobe, and L.K. McDonnell, NASA Technical Memorandum 110442, March1997), this manual presents specific facilitation tools instructors can use to achieve debriefingprovides recommendations for clarifying roles and expectations and presents a model for organizingdiscussion. Part Three suggests techniques for eliciting active crew participation and in-depth San Jose State University Foundation2 Keep the discussioncrew-centered. 2
Encourage crewmembersto participate actively. Promote transfer oflearning to the line.
debriefing objectives.The rationale for crew-centered debriefings is that adults learnall aspects of flight operations. Thus, discussion of CRM includesflight management issues such as teamwork, workload 3 Ensure crewmembersdo most of the talking.
Adapt the level offacilitation you use to Reinforce good crewperformance followingcrew analysis.understanding of the points they missed on their own.Facilitation does not require that you withhold your owntheir performance to the fullest extent possible. Once crew-things the crew did well. For the points crewmembers miss, you 4needed after crewmembers have finished their analysis.When guiding the crewÕs analysis, you should avoid creating theWhat You Should Do to Facilitate the DebriefingWhat You Should Avoid DoingAvoid lecturing and having the debriefing become aninstructor-centered session.Long monologues or giving your own analysis and evaluationthrough facilitation by integrating your own perspectives into thecrewÕs discussion. Rather than telling the crew what they did wrongAvoid giving your own analysis and evaluationbefore the crew has completed their analysis.Crews learn the most from their LOS experience when they Avoid interrogation; be positive when discussing 6Levels of Facilitation Your role as the instructor in the debriefing session will vary as Use the highest level offacilitation possible.
Adapt the level toaccommodate varyingneeds throughout thesession.crew will be prevented from participating to their full capability. Asign of skillful facilitation is being able to recognize what level isHigh-Level FacilitationHigh-level facilitation is possible when the crew discovers and Low-Level Facilitation 8 discussing what went well, what did not go well, and how theirperformance could have been improved. level strategies to elicit continued and/or deeper discussion andimportant lessons are learned. 9Part 2. The InstructorÕs Role 10The Rationale for Using Crew-CenteredDebriefing debriefing beingcrew-centered. debriefing will follow.The Expected Length and Format of theDebriefingin an hour.A Sample IntroductionÒHow much you learn from the LOS depends on discussing it afterwards: Analyzing thethat you make this analysis on your own. We all know how much more we learn when we worksomething out ourselves than when we listen to a lecture about it, especially if it concerns our ownseem to work best, and what you might have done differently. This works best when you discussthe issues with each other and reach your own conclusions about the factors that contribute to 11 Developing an Agenda for the Discussion
Help the crew develop anagenda and identifyissues for discussion.A primary debriefing objective is for discussion to be crew-Ask the crew to identify any topics, situations. or performanceissues they would like to discuss. Remind them to include aspects issues are covered.The issues you noted during the LOS are also an important part 12Organizing the Discussion: The C-A-L Model
Analysis and evaluation of LOS performance (A), and application Put CRM into practice. What happened? 13Part 3. they did what they did tomanage the situation and IP= Instructor PilotFE= Flight EngineerCA= CaptainFEI= FO= First Officer 14Set the Scene and Ask for Crew ReactionA good way to start a discussion of a LOS event is to show theLead the Crew to TopicsIf the crewmembers seem unsure of what to discuss next, or if IP:What else about how you handled that emergencyCA:Well now that you mention it I guess we did get a littleIP:Did you get a little rushed at that point, makingCA:Yeah, we did. IP:Was there anything that made you uncomfortableFO:Well, yeah, I guess the R-Nav approach did. I wasnÕt 15 IP:Was there anything that made you uncomfortableFO:UhÉnot that I can think of.IP:What about the R-NAV approach?FO:Well, yeah, I guess the R-Nav approach did. I wasnÕt IP:You seemed a little uncomfortable with that R-NAVFO:Well, yeah, I guess I was. FE:I think I should have just taken care of that for CA;IP: LetÕs talk about that. How did you feel about it, CA?CA:Well, at that particular point I knew we had to stayFE:I think I should have just taken care of that for CA;IP: I agree. Now, whatÕs next on the list? 16 FO:I felt pretty comfortable on the single engine approach.IP:Yeah? Why? What made you feel comfortable?Yeah? Why? What made you feel comfortable?Ineffective:FO:I felt pretty comfortable on the single engine approach.IP:Yeah, I thought you handled it well, too. FO:I donÕt know what happened there. Did I overrotate?IP:Did you overrotate?FO:Well ÔI started going through it at about twentyCA:Well, we may have gone over twenty just a little bit.IP:Why donÕt you talk about that? CA :How did you think we reacted as a crew to that 17Drawing Out a Quiet CrewmemberIf one crewmember does not volunteer comments and respondsAsk the quiet crewmember to discuss how effectivelythe crew performed in the LOS.It is relatively easy to respond to this type of question because Re-direct a question to the quiet crewmember.If your questions are predominantly answered by the same IP:How did you like that first leg? What did you likeHow did you like that first leg? What did you likeIP:CA, what did you like about the first leg?CA, what did you like about the first leg?Ask the quiet crewmember to expand on what another Use silence/pauses to elicit crew responses. IP:Has there ever been a flight where errors didnÕt occur?CA:No.IP:And what do we want to have happen when errors doAnd what do we want to have happen when errors doCA:We want somebody to say something and correct theIP:Exactly. IP:Has there ever been a flight where errors didnÕt occur?CA:No.IP:And what do we want to have happen when errors doAnd what do we want to have happen when errors doaway and answers for them.]IP:We want someone to notice that error, donÕt we? 19Intermediate-Level FacilitationReword questions rather than give answers.When crewmembers do not answer a question after five to ten IP:How did you manage the situation that arose?How did you manage the situation that arose?question.]IP:What CRM techniques did you use to resolve theCA:I created time by letting the FO fly the plane while I ranIP:How did you manage the situation that arose?How did you manage the situation that arose?IP:You created time, didnÕt you? FO:I donÕt like the idea of having to roll the trim all theIP:I agree. What do you think they could do to make thatFO:UhÉ UhÉ [Rather than answering for the crew, the IP rephrases thequestion to clarify what was not understood.]IP:What could you do to take care of that if you wereFO:I would reorganize the section on de-icing and have 20 FO:I donÕt like the idea of having to roll the trim all theIP:I agree. What do you think they could do to make thatFO:UhÉ UhÉ [IP rephrases the question, but new question leaves little forcrew to say.]IP:CouldnÕt they reorganize the checklist so that itemFO:Uh, yeah, I guess so. Effective:time to help in that situation?Ó Low-Level Facilitation 21 What to Do during Silence to formulate thoughtful responses. IP:How did you feel things were going on the first legFO:UhÉ UhÉ [IP waits 6 seconds,FO:I felt a little disorganized pushing off of twenty-threeIP:How did you feel things were going on the first legFO:UhÉ UhÉ [IP answers for him.]IP:You felt a little uncomfortable, didnÕt you? IP:FO, what do you think about what CA just said?FO:I think we all agreed it was a thousand. I was flyingI think we all agreed it was a thousand. I was flyingFE:I think that things worked out pretty well because when 23Intermediate-Level Facilitation(Also see Troubleshooting in the previous section.)Ask crew to comment or elaborate on what was just said.If the crew does not resume discussion after a period of silence, IP:FO, what do you think about what CA just said?FO:I think we all agreed it was a thousand. I was flyingI think we all agreed it was a thousand. I was flyingIP:FE, how do you think this situation turned out?FE:I think that things worked out pretty well because whenI think that things worked out pretty well because whendidnÕt have to worry about that part.Low-Level Facilitation Good listening skills are as important to an instructor as good 24Short interjections.Interject with ÒYes?Ó, ÓUh-huhÉÓ, ÒI seeÉÓ, etc., to indicatethe same meaning (e.g., if speaker says ÒWe didnÕt use goodcommunicationÓ you might respond with ÒYou didnÕt let each otherWith all of these active listening techniques, the most importantaspect is the tone you convey to the crew. It must be apparent from Benefits of Using Video Avoid showing a large number of segments or veryBe proficient in the use of the video equipment. 26Pause for comments.Pause the video when you or a crewmember makes a comment FO:You know, another thing that concerned me You know, another thing that concerned me video so FOÕs comment can be heard] was how weturned directly in to intercept the localizer and ithappened quicker than I expected.Ineffective:FO:You know, another thing that concerned me was how hydraulic problem?Ó¥ ÒAll right, letÕs just pause it right here for a second. What 27Part 4. The major purpose of LOS is to give crews a chance to practice 28Focusing on CRMYou can use several techniques to bring CRM into the crewÕsdiscussion in a concrete, relevant way.Refer to the posted CRM concepts.Each company teaches a specific framework for CRM concepts IP:Which of these crew effectiveness markers do youFO:We used ÔInquiry and assertivenessÕ and ÔVigilanceÕ IP:What CRM technique do you wish you might haveCA:ÔAnticipate required actions and workload distribution.ÕIP:What techniques can you use to manage workload order to have time to do a manual gear and flap extensionduring a video segment. The instructor stops the video,points to the posted CRM markers and asks questions.]IP:What CRM principle is that an example of?CA:Create time. 29Use CRM-specific questions.Get the crew to explore specific CRM issues and techniques that Use guiding questions.Guiding questions can be used to lead the crew to more specific IP:Did you feel included?FO:Yes.IP:What did the CA do to make you feel included?IP:Did you feel included?FO:Not really.IP:What could the CA have done to make you feel IP:Did you feel rushed or overworked or distracted perhaps?FO:Yeah, I felt like I wasnÕt ready to turn in.IP:But you turned in anyway?CA:Yeah, I was ready. I didnÕt ask you [FO] if you were readyIP:You werenÕt ready, FO? And could you have saidFO:I could have, but I usually donÕt say anything as a co-pilotIP: What would you have said if the FO had said ÒI donÕt feelCA:I would have said ÒLetÕs take another turn in holdingÓ then. Ask crewmembers to discuss how they were affected IP: When he was going through the checklist he said ÒItÕsCA:I knew what you meant, but I just kept thinking ÒAreFE:I knew we were on the right checklist, itÕs just that theCA:Okay. I guess I know that now, but I didnÕt at the time. IP:You guys were very supportive in there. What did theFO:Well, he set the tone right off the bat during the 31Ask crewmembers to discuss what they were eachthinking. IP:CA, what did you do after you called for the engine fireCA:I got on the radio to talk to ATC.IP:And what did you think about that, FO?FO:I couldnÕt believe you were talking to them. I thoughtCA:And see, my initial gut feeling was ÒGet this thingIP:Why do you think that CA? evaluation before the crewhave completed theirs.For crewmembers to learn from their LOS experience, it isGetting Crews to Evaluate their PerformanceIt is important for crews to learn to critically evaluate their ownGet the crew to talk about what went well.Discussing what they did well helps the crew to recognize what 32 IP:FO, talk about one thing that went really well for youFO:I think the fact that I didnÕt get overloaded at any time,IP:You did a good job on that. Did you know you did aFO:No.IP:Well, you did. Effective:Get the crew to talk about what could be improved, andhow.problems that occurred, examine why they occurred, and determine IP:What happened on your preparation for the approach;FO:Well, I dropped the ball by not putting the approach inCA:Well, yeah, and I didnÕt pick up on that either. We both IP:What did you think about your go around?CA:I was coming down and I just hit vertical speed and of you missing it?Ó¥ ÒWhat events led to SOPs not being adhered to?Ó went great. ¥ ÒWhat did you notice while watching that video segment ofyour LOS session?Ó Get the crew to analyze why they made the decisions IP:The RVR was down below twenty-four hundred, butCA:Well, the jet stream was real low, and there was all IP:Why did you turn off the pitot heat?CA:Because I looked at the outside air temperature and it IP:Why did you decide to go back to Minneapolis insteadCA:Well, I was thinking that we were still a lot closer to 35 Get crewmembers to discuss what they were thinking.Getting the crew to discuss what they were thinking during theLOS can help them discover what information and events influencedtheir actions. IP:What was going through your mind at that moment?CA:Well, I was thinking about the sick lady in the back and Encourage the crew to discuss the factors that IP:CA, was there something that helped make thatCA:Yes, FO was very assertively making speed callouts all IP:CA, can you think of any factors that contributed to yourCA:Well, in hindsight, I should never have accepted the turn FO:I wasnÕt sure if you realized we had not finished it. I wish 36 Get the Crew to Discuss Related Line Incidents IP:Looking back on the [XXX] accident we had where theCA:Lack of communication. And not paying attention. ¥ ÒWhat would you do if you ran into one of those guys onthe line?Ó 37Get Crew to Discuss What They Would doDifferently. It isoften useful to frame this discussion in terms of how the IP:CA, tell me what you could have done to make theCA:I could have just immediately gone to the approachIP:You could have avoided that by using your FO more Get the Crew to Discuss How They Will Do ThingsDifferently on the Line based on Their Experiencein the LOSThis final step requires crews to specifically tie what they have Appendix AFacilitating LOS Debriefings: A Training Manual, Appendix AFacilitating LOS Debriefings: A Training Manual, Appendix AFacilitating LOS Debriefings: A Training Manual, Put CRM into practice. What happened? Appendix AFacilitating LOS Debriefings: A Training Manual, Appendix BFacilitating LOS Debriefings: A Training Manual, Appendix BFacilitating LOS Debriefings: A Training Manual, Appendix BFacilitating LOS Debriefings: A Training Manual, The Introduction
to encourage deeper discussion. DonÕt answer for the crew when they don't immediately respond to your question.
Appendix BFacilitating LOS Debriefings: A Training Manual, Learn how to use the video equipment efficiently.
Ask crew to analyze why