I would really appreciate if you can include me in your mailing list for =
the FAA / NASA study of LOFT .
Cap Gabriel Cormack
LARREA 274
1642. SAN ISIDRO
BUENOS AIRES
ARGENTINA
Many thanks
----------
From: Key Dismukes[SMTP:kdismukes_at_mail.arc.nasa.gov]
Sent: Viernes 11 de Abril de 1997 21:48
To: crm-devel_at_db.erau.edu
Subject: LOFT debriefing study reports
We have just received back from the printer copies of the two final =
reports
from the FAA/NASA study of LOFT debriefings. Brief summaries of the
reports are reproduced below. If you have already requested these =
reports,
your name is on our mailing list and we will start mailing out the =
reports
on monday (long list!). If you are not on our list and want the =
reports,
please send me your mailing address and we will send them to you. I =
will
also explore with Neil Krey the possibility of putting the reports or
excerpts on this web site. (The technical report of the study is 92 =
pages
with 23 tables and 3 figures. The facilitation training manual for
instructors is 49 pages long. I don't know if the graphics will =
reproduce
through the web).
After you have read the reports please give us feedback on whether you =
find
these research products useful in your work. The hardcopies we mail out
have a questionnaire with a self-addressed envelope. Email comments are
also welcome.
Key
Facilitating LOS Debriefings:
A Training Manual
Lori K. McDonnell1, Kimberly K. Jobe1, R. Key Dismukes2
Ames Research Center
Summary
This manual is a practical guide to help airline instructors effectively
facilitate debriefings of Line Oriented Simulations (LOS). It is based =
on a
recently completed study of Line Oriented Flight Training (LOFT)
debriefings at several U.S. airlines. As a companion piece to the =
published
report of that study (LOFT Debriefings: An Analysis of Instructor
Techniques and Crew Participation, by R.K. Dismukes, K.K. Jobe, and L.K.
McDonnell, NASA Technical Memorandum 110442, March 1997), this manual
presents specific facilitation tools instructors can use to achieve
debriefing objectives. The approach of the manual is to be flexible so =
it
can be tailored to the individual needs of each airline. Part One =
clarifies
the purpose and objectives of facilitation in the LOS setting. Part Two
provides recommendations for clarifying roles and expectations and =
presents
a model for organizing discussion. Part Three suggests techniques for
eliciting active crew participation and in-depth analysis and =
evaluation.
Finally, in Part Four, these techniques are organized according to the
facilitation model. Examples of how to effectively use the techniques =
are
provided throughout, including strategies to try when the debriefing
objectives are not being fully achieved.
1 San Jose State University Foundation
2 NASA Ames Research Center
=0CLOFT DEBRIEFINGS: An analysis of instructor techniques and crew =
participation
R. Key Dismukes ,Kimberly K. Jobe , and Lori K. McDonnell2
Summary
This study analyzes techniques instructors use to facilitate crew =
analysis
and evaluation of their LOFT performance. A rating instrument called the
Debriefing Assessment Battery (DAB) was developed which enables raters =
to
reliably assess instructor facilitation techniques and characterize crew
participation. Thirty-six debriefing sessions conducted at five U.S.
airlines were analyzed to determine the nature of instructor =
facilitation
and crew participation. Ratings obtained using the DAB corresponded =
closely
with descriptive measures of instructor and crew performance. The data
provide empirical evidence that facilitation can be an effective tool =
for
increasing the depth of crew participation and self-analysis of CRM
performance. Instructor facilitation skill varied dramatically, =
suggesting
a need for more concrete hands-on training in facilitation techniques.
Crews were responsive but fell short of actively leading their own
debriefings. Ways to improve debriefing effectiveness are suggested.
OVERVIEW
How much crews learn in Line-Oriented Flight Training (LOFT) and take =
back
to the line depends on the effectiveness of the debriefing that follows =
the
LOFT. The Crew Resource Management (CRM) literature and the Federal
Aviation Administration's (FAA) advisory circular (AC) 120-35C recommend
that in the debriefing instructors should facilitate self-discovery and
self-critique by the crew rather than lecture on what they did right and
wrong. Self discovery by the crew is believed to provide deeper learning
and better retention. Also, crews are more likely to enhance their
performance of CRM in line operations if they develop their ability to
analyze flight operations in terms of CRM and debrief themselves after =
line
flights.
In this study 36 LOFT debriefings conducted at five major U.S. airlines
were analyzed. Audiotape recordings of each session were made with the
permission of instructors and crews. The recordings were subsequently
deidentified, coded, and analyzed for more than 70 variables. The
Debriefing Assessment Battery was developed to systematically =
characterize
instructor effectiveness at facilitation and the nature of crew
participation in debriefings. The data indicate that the Debriefing
Assessment Battery is a reliable and valid instrument for assessing
instructors' skill in facilitation and for analyzing crew participation.
The battery was designed to be used by researchers, however a short form =
of
the battery that can be used by training departments to evaluate
debriefings in real time is currently being developed and evaluated.
Most instructors at all five airlines followed a similar general format =
for
debriefing. However, within each airline both instructors and crews =
varied
widely on many of the specific variables observed. There were also
substantial differences among airlines on several variables for both
instructors and crews, though most of these differences were not
statistically significant due to the large variability within each =
airline.
The debriefings lasted an average of 31 minutes, with a range of 8 to 82
minutes. However, 31 minutes may not allow adequate time for crews to
analyze their performance thoroughly or learn and practice the skills of
self-debriefing. This study provides no data on the optimal length for
debriefings, however an hour may be a useful rough target, with =
adjustments
for the needs of individual crews. This suggestion must, of course, be
considered in the context of other demands on instructors' time.
Most instructors appropriately emphasized crew performance in the LOFT =
and
achieved a balance between CRM and technical issues, although the range =
of
instructor scores on these variables was very large. Instructors =
typically
emphasized the things crews did well, but said little about things done =
not
so well and spent little time suggesting ways to improve. Likewise, =
crews'
discussions of their performance tended to be factual descriptions of
events and crew actions, with limited evaluation of performance or
discussion of ways to improve.
The content of the debriefings was driven almost exclusively by the
instructors; crew members rarely brought up topics on their own =
initiative.
Also, discussions revolved around the instructor, even when the =
instructor
succeeded in getting the crew to do most of the talking: there was =
little
back-and-forth discussion directly between crew members. The data =
indicate
that crews were responsive but not very proactive. This may be in part
because few of the instructors explicitly told crews they should take a
proactive role and perform their own analysis without depending on the
instructor to lead them step by step. It may also be that instructors
themselves either do not fully accept or understand the concept of crews
taking initiative and responsibility for the content of the debriefing.
On average, instructors asked a large number of questions to elicit crew
participation, directing their questions evenly among crew members.
Participation by captains and first officers was quite similar.
Participation by flight engineers (in three-person crews) was lower, but
this difference was marginally significant.
Most instructors appeared to be highly competent and conscientious in =
the
traditional roles of instructors, and most attempted to facilitate crew
participation to some degree; however, their success in facilitation =
ranged
from very good to poor. Instructors who were effective in facilitation
tended to use a combination of techniques, such as careful phrasing of
questions to encourage crew self-analysis, strategic silence, active
listening, and follow-up on crew-initiated topics. Probably more =
important
than the use of any particular technique is the instructor's underlying
focus on encouraging the crew to analyze for themselves the situations =
that
confronted them in the LOFT and how well they managed those situations.
Many instructors unwittingly did things counterproductive to their own
attempts to facilitate crew participation. In addition to failing to
explicitly state expectations for crew participation and allowing the
discussions to revolve around themselves instead of encouraging crew
interaction, some instructors failed to allow crew members enough time =
to
formulate thoughtful responses to questions. Also, some instructors =
engaged
in long monologues, gave their own evaluations before eliciting crew
self-evaluation, failed to push the crew to go beyond superficial
description of their actions, and/or failed to encourage crews to =
analyze
why things went well when they did.
The wide range of instructor effectiveness in facilitation indicates =
that
the airlines face an issue of standardization of this aspect of =
debriefing.
The distribution of facilitation scores was distinctly bimodal, with one
group of instructors scoring in the good to very good range and another
group of instructors scoring in the marginal range. Also, instructors =
who
did well in one aspect of facilitation typically did well in all aspects
(except stating expectations for crew participation), and those who did
poorly in one aspect tended to do poorly in all aspects. These data =
suggest
instructors' ability to use various techniques is determined at least in
part at the conceptual level: Do they grasp the underlying concept of
facilitation? Do they accept the concept? Is facilitation the type of
approach for which they have ability?
The CRM literature states that debriefings should be led by the crews
themselves, using the instructor as a resource. Our data suggest that =
this
goal, although worthwhile, is rather idealistic. Instructors become
discouraged when, after a brief and rather abstract course in =
facilitation,
they attempt to facilitate debriefings and discover that crews often do =
not
immediately respond. We suggest that it would be more effective to teach
instructors that facilitation should be adapted to the level at which =
the
particular crew is able to respond. Facilitation can be conducted at =
levels
ranging from high, which approaches the ideal of the debriefing being =
led
by the crew, to low, in which the instructor leads the crew =
substantially,
but in all cases debriefings should emphasize as much self-discovery by =
the
crew as possible.
Instructors are encouraged to attempt to facilitate at the highest level
possible for a particular crew. Realistically, however, most crews do =
not
yet have the skills and motivation needed to lead their own debriefings
without substantial assistance from the instructor. It may be possible =
to
change this situation over time if LOFT instructors consistently =
encourage
crews to take a proactive role in debriefing their own training.
Instructors sometimes mistakenly assume that using facilitation requires
giving up their role as teachers in the debriefing. On the contrary, =
good
facilitation in no way precludes the instructor from adding his or her =
own
perspective to the discussion or from teaching specific points about CRM
and technical issues as appropriate. Effective facilitators can =
integrate
their teaching points into a group discussion in which the crew members =
are
full participants.
The study provides empirical evidence that facilitation can be used to
substantially increase crew self-discovery and the depth of crew
participation. Instructors, however, need additional training in
facilitation. Facilitation training should emphasize hands-on practice =
in
which instructors encounter the kinds of obstacles they are likely to =
face
in actual debriefings. Initial training should be followed by mentoring =
by
senior instructors who are themselves expert facilitators. A training
manual that provides detailed suggestions for how to facilitate =
debriefings
is forthcoming as a companion to this technical report.
------ =_NextPart_000_01BC4E46.0A111460
Content-Type: application/ms-tnef
Content-Transfer-Encoding: base64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------ =_NextPart_000_01BC4E46.0A111460--