Examining CRM Process A Threat or a Trial?

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Examining CRM Process
A Threat
or a Trial?

• By
• Capt T. "Paddy" Carver

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How we Got here

• Compulsory CRM in UK early 90s
• JAR for Tution Assessment
• JAR production of BM via NOTECHS
• ALPA dissatisfaction with CRM Tests
• RAeS / CAA / ATA Tutor Perf Guide
• CAA / Univ BM Study / Recommendation
• CAA AICs CAA Doc 29

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What Happens Now

• Testing CRM Tuition?
• - little or none!
• Structured / Effective Programmes?
• - probably 50
• CRM Assessment?
• - some good
• - some dangerously haphazard

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Where now ?- Why forward ?

• Industry has taken great steps
• CRM in danger of losing its way
• Importance of effective CRM Programmes to prepare
  for the Demographic Shift

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What Needs Assessing-Why ?

• Any Course of Training
• To prove effectiveness
• Assess the Objective
• Content
• Delivery (the Tutor)
• Product (the Trainee)
• (( Continuous retention))

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Cannot Escape Assessment Forever

• Example
• -Is the MCC Course truly effective ?
• We must make a startWhere ?
• with Trainers/Tutors/Examiners

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Assessing the Tutor / Examiner

• Performance Criteria
• Knowledge criteria
• ----RAeS / CAA / ATA Perf Guide
• How does Tutor Assess Performance
• ---- Reaction for critique / debrief
• Is the Debrief appropriately Facilitative

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Scrutiny of CRM Assessment

• TRI/TREs should assess CRM in connection with a
  Piloting Technique -- Outcome, and Facilitate
  the debrief accordingly. (Rushed Approach after
  Hydraulics Failurepoor planning)
• Some Hard Failures can be identified in
  isolation. (Loss of Temper).

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A Philosophy

• Whether assessing in the course of CRM Tuition or
  formal CRM Examining-
• --We should learn to formulate the practical link
  between the Technical Outcome and the
  Contributory CRM
• --It is practical and it sells.

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Tutor Qualification

• Basic Instructor Training
• -- at least TRI/SFI Core Course
• Basic CRM Knowledge Skill
• -- BM / Perf Guide / Doc 29
• Have Facilitation training
• Ability to link Tech Outcome to CRM

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Testing the Tutor

• All Examiners need tuition in the art of
  examining.
• A question of Behaving Appropriately at the
  Right Time
• It is still an extension of Teaching

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Tutor Test-The Brief

• State the Objective
• Agree a Main CRM Subject
• -- if Sim select Tech Exercise
• Set the Scene
• --Role of Examiner (class/sim/a-c)
• -- relationship to crew/class
• Ensure understanding
• Manner Friendly professional

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During the Test A/c, Sim, Class

• Examiner must
• -- be unobtrusive
• -- not be threatening
• -- be alert
• -- be attentively observant
• -- make discreet notes
• -- blend / partake if appropriate
• -- NOT be Agent Provacateur

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Tutor Test --The De-Brief

• First- Give the Result
• If PASS - enter facilitative de-brief
• If FAIL MAIN reasons
• -with main justifications
• -in descending order of importance
• -explain consequences
• -enter facilitative de-brief
• -make recommendations

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Comparing Styles

• Teaching The Brief
  Assessing
• TELL what how what
  but not how
• PARTIC-coach, guide cand prep,
  understand
• SELL method, objective need test
  success
• DELEGATE some method all prep method

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Testing the Skill -- Activity

• Teaching
  Assessing
• TELL - Demo, show, prompt Min input, max
  obs
• PARTIC- joint collaboration None(crew
  activity?)
• SELL-Tutor sells, trainee buys Little trading
• DELEGATE-greater later All

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Debrief

• Teaching
  Assessing
• TELL-reduces wih time Result
  Consequence
• PARTIC-throughout (Facil) Facil after Result
• SELL- Agree facts, strengths, weaknesses,
  remedies
• DELEGATE- further homework, study, practice

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• How we got here
• What is happening now
• What we need to assess
• in the process WHY
• Conducting a practical CRM Tutor
• Assessment

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Summary

• The skills of Teaching Examining are not new
• They need to be carefully structured for CRM
• Above all we must remain practical
• CRM Tech skills can, MUST be fully integrated