Regarding Charlie Russell and Tony Sasso's exchange below, I believe that
the trick is to apply these truths, in appropriate measure, to
<underline>all flight training in an airline</underline>. CRM &
interactive instructional behaviors should be embedded in all flight
trainers. CRM is no longer a "stand alone" subject, nor should it be
dealt with as such. The value of interactivity and teamwork behaviors to
effective education has long been recognised. Effective facilitation,
even for technical subjects, needs appropriate doses of interaction.
"Telling and hoping for listening" is grossly inefficient. As NASA/UT
found out from their research, HF focussed training triggered improved
technical skills. Empathetic instructors, with good listening skills,
who are aware of the power of appropriate silence, are most effective in
developing knowledge, skills, and attitudes. "Megaphone deliveries"
still abound, and are part of a traditional paradygm which really
requires shifting.
Studies have shown that only about 60% of regular verbal communication is
actually received as intended by the speaker, so without interaction and
feedback we can be certain of only one thing - 40% of our instructional
words are wasted!
John Bent
At 02:16 PM 7/29/97 -0700, you wrote:
>CharlieRU_at_aol.com wrote:
>>
>> Tony,
>> I think that NWA is on the right track. In my experience, I
find
>> myself more and more looking at the way we "teach" aircrews. The
military
>> has long had the "I lecture..you listen" approach. The technical
skills may
>> be addressed well in this manner but for CRM it seems that it is a
turn off
>> because we do not have the hard point approach. I find myself in my
>> briefings doing lots of "what do you people think"...they are stunned.
CRM
>> trainers, I think must consider the way in which the materiel is
delivered.
>> Is it delivered in a "team" format where all answers are accepted or
does
>> the instructor accept only the "right one". I gave a briefing once
scheduled
>> for 20 minutes with a wing commander and his staff, it turned into a
2.5
>> hour problem solving session. I told him later that I did not intend
to go
>> 2.5 hours but they were on a roll. He said: "Don't worry about that,
they
>> were just talking about real problems and real solutions..I was not
about to
>> stop the best facilitation I've seen." In the session I said very
little
>> except I asked them the hard-ball questions.
>> It seems to me that in this process there may be changes
needed for
>> the CRM ghuru as well. Key Dismukes work shows lots of areas where
the
>> debriefer could improve. Maybe the behaviors we are trying to instill
should
>> be modeled by the trainer while always keeping in mind the long term
goal.
>> CRM practiced in the real world.
>>
>> Charlie Russell
>> DUAL Incorporated
>
>Charlie: When Guy Smith and I facilitate our new-hire CRM class, one
of
>the first things we say to them is that WE are not the CRM "experts",
>but rather THEY are. Guy and I try as best we can to demonstrate the
>true essence of teamwork and cooperation. We are the role models for
>the students, and I must admit we're pretty good at it. We play off
of
>each other, correct each other's mistakes, and show the class what we
>mean by the very principles we are discussing. Rather than lecture to
>the students, we direct them to come up to the front of the class and
>give their "2 cents worth" about a particular CRM topic (briefings,
>communication, assertiveness, conflict, differences, technical
>proficiency, workload management, and of course, Situation Awareness).
>Guy and I have found, as all of you might expect, that the students
>learn best when they have to say the words themselves. Key Dismukes,
>where have you heard that before? :) On the other hand, we don't just
>let them talk about whatever they want to. Guy and I have certain NWA
>"agenda" items that we ensure are covered in the discussion. Just as
>you found out in your 2.5 hour session, we don't do most of the
talking
>- the students do. As a result, the "buy-in" is almost immediate.
>That's the true art of facilitation. By the way, we conduct our
>Instructor Qualification Course in the same manner.
>
>Regards, Tony (Sasso, not Kern)
>
>