Is that possible to teach CRM in an Small Flight Deptartment in which you
know that there will be not any Sim session in a ground trainig device even
not generic for the kind of aircraft ( class and category) the pilot is
operating? In the best case they should go to a SIM non generic for class
and category and pilots will "fight" at least one session before beginning
to "enjoy" their trainig? This is to say, we are going to be most of the
time in cases Model A 's according your interesting post.
Likewise, May somebody in the Group, help to me to know; if Aircraft being
operated according to (equivalent) FAR 91 or 135, having 8 to 10 pax
configuration have mandatory to be trained (and recurrent) on SIM?
Cheers,
Guillermo
> V. Mancuso wrote:
>
> > Marc Dubrule writes:
> > >I can appreciate the face validity, but i'm also interested in the
science
> > behind it.<
> >
> > For those who are satisfied with the face validity of the 6 steps to a
"0"
> > cost CRM program and don't care about the science upon which it is
built,
> > you can stop reading now, take another sip of coffee, and spend your
> > morning in other pleasant pursuits... This will bore you to tears.
> >
> > For those who are looking for the complexity behind the simplicity...
Here
> > goes...
> >
> > Perhaps the easiest answer to Marc's question can be found in an FAA
> > Advisory Circular. AC 60-14 is the Aviation Instructors Handbook. In
> > chapter 1 it highlights six laws of learning based on the work of
> > Thorndike. I have a whole library full of other education and
training
> > theory literature that would apply to the both the Air Force Reserve
CRM
> > program and the 6 step process but Thorndike's laws explain it all the
> > easiest. Let's apply Thorndike to two alternatives:
> >
> > *Model A: Today's prevailing model of CRM training (mostly classroom
and
> > perhaps some LOFT training if your company has the resources).
> >
> > *Model B: The model for CRM training used for both the Air Force
Reserve
> > CRM program as well as the 6 steps to a "0" cost program.
> >
> > Six laws of learning have been attributed to Thorndike:
> > The LAW OF READINESS
> > The LAW OF EXERCISE
> > The LAW OF EFFECT
> > The LAW OF PRIMACY
> > The LAW OF INTENSITY
> > The LAW OF RECENCY.
> >
> > The LAW of READINESS
> > "Individuals learn best when they are ready to learn, and they do not
learn
> > much if they see no reason for learning... If students have a strong
> > purpose, a clear objective, and a well fixed reason for learning
something,
> > they make more progress than if they lack motivation. " (AC 60-14).
> >
> > Model A: In this model, the pilot sits in an auditorium and learns
about
> > CRM (awareness training). Maybe the accident videos get his or her
> > attention for a little while. The objectives, if there are any at all,
are
> > purely awareness objectives. There is no sign of a skill objective
> > anywhere. The pilot asks: What is the reason for learning about
> > heuristics? What does all this really mean to me when I am flying a
broken
> > jet on an approach to minimums? The pilot answers: "I don't know and I
am
> > not going to take the time to figure it out. This psychobabble will be
> > done in 30 minutes and it will be another year before I have to endure
this
> > again."
> >
> > Model B: In this model, the pilots brief CRM in the mission briefing.
The
> > CRM portion of the briefing is designed to be about 1-minute reviewing
the
> > CRM skill objectives and how they apply to today's flight. Debriefs
> > includes a review (detailed if necessary) of the CRM skill objectives
as
> > they applied to today's flight.
> >
> > Law of Exercise
> > "This law states that those things most often repeated are best
remembered.
> > It is the basis of practice and drill... The mind can rarely retain,
> > evaluate, and apply new concepts or practices after a single
exposure...
> > They learn by applying what they have been told and shown. Every time
> > practice occurs, learning continues. The instructor must provide
> > opportunities for students to practice or repeat and must see that this
> > process is directed toward a goal." (AC 60-14)
> >
> > Model A: Until AQP came into town, there was little evidence of any
> > definable CRM objectives or direct connection between what was taught
in
> > the CRM classroom and what was taught in the LOFT sim. The company for
> > whom I work was in AQP for over 4 years before the current set of CRM
skill
> > objectives were developed. Regarding practice and drill, lets take a
> > giant step back from our current training programs and review them with
an
> > eye toward the law of exercise. If your company provides an
opportunity
> > for LOFT, the session is probably a one hour video production studio
that
> > relies entirely on the strength of the debrief to extract learning.
The
> > learning is accomplished through a combination of serendipity,
> > self-discovery (if the instructor finds a good segment of tape), and an
> > instructor's ability to extract lessons learned against unstated
> > objectives. The reason that many instructors find LOFT instruction
> > difficult is that it defies many of the laws of good instructional
design.
> > Observing behavior without intervention might be great for behaviorists
in
> > a laboratory, but it creates some real difficulties when it is used as
a
> > training methodology. I do not know of any other sim session where
there
> > are no specific skill objectives for the period. The objective is
often to
> > finish the period, get a good video tape, and hope for the best in the
> > debrief. If there is something that did not go so well, there is no
> > opportunity to try it a different way or to refine the skill (See you
in
> > next year's LOFT). The FAA mandates that the LOFT session is at least
60
> > uninterrupted minutes. Most companies have interpreted this to mean 60
> > minutes of LOFT and not a minute more. Period! Therefore, there is no
> > opportunity for an instructor to make a mid-course correction with the
> > students, or to try something different because it is one uninterrupted
> > 60-minute session. Question: Is there practice and drill in the
current
> > method? Answer: Not much if any. Question: Is this single exposure
that
> > the law of exercise advises against? Answer: The worst form of
single
> > exposure is when a pilot gets only CRM awareness training in a
classroom.
> > The second worse form of single exposure is when they get a sim session
> > with no objectives, disconnected from the classroom session, with no
> > opportunity to correct deficiencies found in the debrief. Today's
> > prevailing model of CRM instruction crucifies the law of exercise.
> >
> > Model B: For the entire month/quarter, a subset of CRM skills are
briefed
> > as a special interest item on every mission. Briefing it with some
> > consistency over a month or quarter directly supports the law of
exercise.
> > Each month or quarter, new objectives from the master CRM skill list
are
> > used. Every skill will be represented in the briefings at some time
during
> > the year. The contractor is provided the list of skills that will be
used
> > for the upcoming months/quarters. The contractor then creates SHORT
> > briefing vignettes that are aircraft/mission specific. These are used
by
> > the flight leads, aircraft commanders and mission commanders on daily
> > missions. The contractor also creates a 10-minute briefing, including
> > slides, for the safety officer to present at quarterly safety meetings.
> > These briefings directly support that quarter's CRM skill objectives.
> > These vignettes and briefing slides are made available via the Internet
so
> > each squadron can obtain them easily.
> >
> > Law of Effect
> > "This law is based on the emotional reaction of the learner. It states
that
> > learning is strengthened when accompanied by a pleasant or satisfying
> > feeling, and that learning is weakened when associated with an
unpleasant
> > feeling. An experience that produces feelings of ... futility are
> > unpleasant for the student." (AC 60-14) Note: Most professional do
not
> > expect to leave a training session singing a happy tune and skipping a
> > happy step. They do, however, expect to leave the session
professionally
> > fulfilled. It could be easy to misinterpret the author's use of the
terms
> > "satisfying feeling" and "unpleasant feeling". I have interpreted the
> > author's use of the word "feeling" to mean "professional fulfillment."
> >
> > Model A: This model is marked by hour's of classroom instruction where
the
> > student often struggles to make some connection between the classroom
> > presentation and the cockpit. If you think that pilots associate CRM
> > classroom instruction with professionally fulfillment, tell a group of
> > pilots that they have a CRM class today and watch their reaction.
LOFT
> > sessions can be professionally fulfilling if the instructor is skilled
at
> > delivering and debriefing the session. I have had sessions, however,
where
> > the tape didn't work and/or the instructor chose not to use it. In
these
> > cases, the company wasted a bunch of money and the pilots left
> > professionally unfulfilled.
> >
> > Model B: This model uses short focused briefings applied to the
context of
> > today's mission. It uses short mission specific vignettes related to
the
> > monthly/quarterly objectives. It provides an opportunity to apply the
> > skill and see the effect in the cockpit. It uses mission specific
> > reinforcement in the debrief. The debrief may not be a happy "feel
good"
> > event. In fact, it might not feel good at all. However, there is a
> > tremendous professional fulfillment in mastering an aspect of ones
> > profession. It's also very professionally fulfilling to see your
> > team/flight do well on a mission.
> >
> > Law of Primacy.
> > "Primacy, the state of being first, often creates a strong, almost
> > unshakable, impression. For the instructor, this means that what is
taught
> > must be right the first time. For the student, it means that learning
must
> > be right... Every student should be started right. The first experience
> > should be positive and functional and lay the foundation for all that
is to
> > follow (AC 60-14).
> >
> > Model A: Oops. I am not sure we can recover from this one. There is
no
> > misinterpreting what pilots think about the first decade of CRM.
> >
> > Model B: If it is possible to recover from the past decade of CRM
folly,
> > it will have to be done in a context specific learning environment with
> > specific CRM skill objectives. Maybe the next generation of aviators
will
> > be introduced to CRM as a set of skills presented in a mission context.
> > Maybe Thorndike will then be able to roll back to a comfortable
position in
> > his grave.
> >
> > Law of Intensity
> > "A vivid, dramatic, or exciting learning experience teaches more than a
> > routine or boring experience. A student is likely to gain greater
> > understanding of stalls by performing them than from merely reading
about
> > them. The law of intensity, then, implies that a student will learn
more
> > from the real thing than from a substitute... the classroom imposes
> > limitations on the amount of realism that can be brought into
teaching."
> > (AC 60-14)
> >
> > Model A: The pilot gets a combination of classroom and sim if they
are
> > lucky. They get just a classroom session if they are unlucky. A crash
and
> > burn video might get the pilot's attention for a little while. Not
many
> > pilots would place the word "intensity" and "CRM classroom session" in
the
> > same sentence. LOFT sims ARE intense so this law works in today's
model if
> > you get a well designed LOFT as part of your training.
> >
> > Model B: Real world intensity - no substitute. The intensity of a
"Red
> > Flag" simulated combat mission is far beyond anything I have ever
> > experienced in a training device. The intensity of real combat was
beyond
> > anything I have ever experienced. The intensity of an approach to
mins
> > with the rain pounding on the windshield so loud you can barely hear
the
> > other pilot, is difficult to replicate. The Air Force Reserve Command
has
> > not reduced the amount of CRM sim training for folks who have sims (not
all
> > weapon systems have them) so the benefit if sim intensity is not lost
in
> > Model B.
> >
> > Law of Recency
> > "The things most recently learned are best remembered. Conversely, the
> > further a student is removed time-wise from a new fact or
understanding,
> > the more difficult it is to remember it. " (AC 60-14)
> >
> > Model A: Presented annually.
> >
> > Model B: Presented daily in mission briefings then applied 30 minutes
from
> > the time they were briefed.
> >
> > If you have made it this far, you are a real trooper... I hope that
> > explains some of the science behind the model for CRM training applied
to
> > the Reserves and the 6 step process to a "0" cost program.
> >
> > Best Regards,
> >
> > Vince Mancuso
>
>
>