>----------
>From: CRMDEEN_at_aol.com[SMTP:CRMDEEN_at_aol.com]
>Sent: July 22, 1997 3:42 PM
>To: crm-devel_at_db.erau.edu
>Subject: Re: SA Training - Hands On
>
> Role-play exercises are the most realistic and fun, short of a full
>mission simulator. Students like being active. You can add some realistic
>stressors to the role-play exercises, to improve the "realism". Try:
> Time pressure: tell the acting PIC he has "ten minutes" to resolve the
>delimma.
> Noise: have tape of obnoxious music or "engine noise" filling the
>room. Increase the noise level if the PIC goes overtime.
> Temporal distortion: periodically announce how much time is
>remaining; make the reports inaccurate of course.
> Aircraft control: it is important to not forget to fly the airplane;
>two techniques:
> 1. Give the PIC a cup of water to hold, and after he takes it,
>use another to fill his to the brim. The PIC is not allowed to "spill" the
>aircraft.
> 2. Draw a circle about six inches in diameter on a piece of
>stiff cardboard. Hand the board to the PIC and then place a small ball or
>steel bearing in the circle. The pilot must keep the "aircraft" within the
>circle---that's the edge of the flight envelope.
> In either case, the PIC may delegate the flight duties to the
>co-pilot, who must also maintain control. Make sure the copilot's script has
>more info than the pilot's, and perhaps a critical piece to the puzzle.
> If the aircraft is "crashed", the party is over!!!
>
>
> You'll find these quite enjoyable and entertaining. If you have a large
>audience, have the observers evaluate the "crew" afterwards. The evaluation
>can be quite subjective, or using an actual assesment tool. If you teach a
>particular decision-making model, have the audience use that as a guide and
>note how the crew applies the model.
> I have also had the observers take notes of the feedback loop Kieth
>Hendley tells us about. Each person must "tick off" whenever they notice a
>question-answer-review sequence, by each crew member represented. It's
>interesting to note how fast they notice how one person does all the talking,
>and some don't participate.
>
> Case studies are the most popular among students, but this is
>generalization and not experiential training. It gets quiet in a room when I
>ask students to convince me they would have made a difference had they been
>on the aircraft.
>
>Greg Deen
>HTI
>