BOOM Behaviour Oriented Observation Method

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BOOM Behaviour Oriented Observation Method

• DEBRIEFING
• TRAINING

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The debriefing training

• Debriefing objectives
• Debriefing principles
• How to promote learning?
• Facilitate the interview
• The use of video as a feedback tool
• The BOOM FORM parts D, E and F

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Debriefing objectives

• Obtain the BOOMEE's version of the observed
  behaviours
• Highlight how BOOMEE awareness of his/her own
  behaviours can impact on safety
• Identify the behaviours to be improved that have
  potential negative impacts on the team
  performance or safety
• Establish areas of behaviour that might be
  changed to improve the performance of the team

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Debriefing principles

• Each BOOMER interviews the BOOMEE that he/she
  observed during the training session
• The BOOM FORM should be used as a guide during
  the interview
• Re-run the video (if available) as a support for
  this part of the session
• An explanation should be given to the BOOMEE
  describing the frame of the interview
  (philosophy, objectives, constraints, process)
• Provide guided discussion of how behaviour might
  be changed to improve team performance
• Try to relate the outcome with a TRM domain

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How to promote learning?

• Keep feedback as positive as you can, avoid any
  negative statements where possible
• Feedback should be sensitive
• The debriefing should be open and honest
• Propose that the BOOMEE writes down the way to
  improve the identified weaknesses on his/her copy
  of the BOOM form

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Facilitate the interview

• Be attentive to the rhythm of speech
• Do not hesitate to re-phrase
• Be very careful not to
• suggest an answer
• make a personal judgement (you are in a training
  process)
• Re-phrase questions when necessary and go beyond
  the I dont know, I cant remember, yes/no,
  and hums.

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BOOM FORM parts D, E F

• After discussing each observed item, the reached
  agreement is written down in Part D
• BOOMER and BOOMEE discuss ways to improve this
  identified behaviour or to use them in other
  situations with the aim of improving safety (Part
  E)
• A final part, General comments, offers the
  possibility to make other comments (Part F)

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Continuation of example 1
My interpretation The crossing was difficult,
the RC wanted to concentrate in order to manage
his own resources. Questions to check my
interpretation and the risk awareness

• What was the objective of this action?
• I know that the relief team is going to arrive
  soon and makes a lot of noise. I want to be sure
  to not be disturbed.

• By doing this, what risk did you manage?
• I prevented a risk of an error (hearing or
  distraction) by putting my headset on

Agreed possible improvement NA
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Continuation of example 2

• My interpretation
• The PC wants the trainee to be comfortable.
• Questions to check my interpretation and the risk
  awareness
• What was the reason motivating you to advise the
  trainee?
• the strategy chosen was not the best one, I
  explained to the trainee how to do it in a better
  way than the trainer.
• Do you see any risks associated with giving this
  advice?
• Discussion might be expected to
• explore potential risks.

????
Agreed possible improvement Decide to discuss it
after the working session to avoid confusion in
the trainees mind.
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Conclusion

• The BOOM FORM is a recording sheet
• You may wish to make a copy and ask the BOOMEE to
  bring it to a future simulation session in order
  to follow the learning progress
• Now lets practise with video

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OK Lets Practise!

• We will show you some video footage of
  controllers at work
• Your job is to observe these sequences for 20
  minutes and record what you see on the BOOM FORM
  using steps A to B
• Try and make a preliminary interpretations using
  Part C1, C2 and C3 of the BOOM form
• Then we will debrief using a model response

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Model debriefing to the BOOMEE

• Now we are going to debrief together the
  observation session.
• We have taken notes of the things that have
  appeared important to us and we would like
• your comments and explanations during this
  interview.
• We have reviewed and organised our information
  and notes in order to prepare this
• interview. We have noted down all the
  observations that we would like to discuss with
  you.
• In order to help you verbalise and comment on
  your activity we are going to ask you
• some questions. You may find some of these
  questions surprising, meaningless or
• fundamentally obvious. It may also happen that
  the first answers that come to your mind
• seem trivial to you. Nevertheless, try to answer
  all questions. They may help you think
• and reflect on what happened.
• Of course, if you have personal comments to make
  on sequences we have not planned to
• debrief, feel free to ask us. Do not hesitate to
  take time to think about your answers.
• The interview will last approximately 1 hour. We
  are going to take notes throughout
• the meeting to be able to complete the BOOM
  FORM.

Back
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Rephrasing questions

•  I don t know 
• When you say I don t know, tell me what you do
  know ?
•  I don t remember 
• OK what do you remember?
•  I have no idea 
• OK, what might have happened?
•  hum, 
• What are you thinking about while you say hum?

Back
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We suggest you set up a role play session to
practise what you have learned
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KEY BEHAVIOURS AND SKILLS FOR BOOMERS

• Thorough knowledge of the ATCO job and
  environment
• Be patient. Explain the process clearly at all
  stages
• Be objective in your observation
• Listen carefully and maintain concentration
  throughout observation
• Do not be judgmental in your feedback
• Interview skills - put the right question at the
  right time, rephrase questions when necessary, be
  sensitive, do not put words in BOOMEEs mouth
• Promote the learning points
• End on a positive note

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END OF BOOM TRAINING
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Process Participants
Tasks Tools
BOOM Behaviour Oriented Observation Method
OBSERVATION BOOMER,BOOMEE
PREPARATION FOR BRIEFING BOOMER
DEBRIEFING BOOMER,BOOMEE

• OUTCOMES
• BOOMEE buy- in
• BOOMEE LEARNING
• CHANGE BEHAVIOUR IMPACTING ON SAFETY
• IMPROVED TEAM PERFORMANCE

• Explain the process
• Record the behaviour
• Identify Non- Technical Skills
• Note the situation context

• Interpret behaviour
• Prepare questions
• Plan interview

• Explain the process
• Interview
• Provide feedback
• Promote learning

BOOM form Parts A, B
BOOM form Part C
BOOM form Parts D,E,F
Recording by video
Show video