Crew Resource Management Skills

Crew Resource Management

Skills

Resources to be managed People Information Equipment Consumables – fuel, time, energy

Basic personal skills needed to effectively, efficiently function in the cockpit

Communication Coordination Conflict resolution Critique

To be effective in communication, pilots should be able to:

1. Communicate messages, actions and intentions clearly

2. Encourage questions regarding crew actions and decisions

3. Confirm messages are received and understood

4. Provide non-defensive answers to crew members questions

5. Actively listen to crew members input

I know you thought you understood what I said, but what bothers me is that what you heard is not what I meant.

Communication Three parts –

Sending Receiving Feedback – must be “looped”

Sending Provides information – message

quickly efficiently

Allows coordination of efforts and actions

If done well, message will be understood & accepted – grid styles will affect this

Sending Several decisions must be made

What to say How to say it – command, question,

statement Non-verbal – tone, inflection,

expression, body language Length Reaction desired Mode of transmission – face-to-face,

radio, body language, hand signals

Sending Aspects of sending that can

interfere with good communication feeling that all is not right but can’t

explain failing to reveal intended actions failure to share significant information

that everyone should know

Sending barriers Poor choice of words Silence Assumptions Tone Over load Volume Negative body language Dark Seat positions

5-Step Respectful Assertive Statement

1. Opening Address the crewmember by name.

This alerts the person that you want his or her attention.

2. State concern State what you feel or think, take

ownership: “I’m uncomfortable with . . .”


3. State problem As clearly and succinctly as possible,

define the problem.

4. Offer solution Suggest at least one alternative for

solving the problem.


5. Obtain agreement This is your feedback; it lets you know

that the receiver recognizes the concern.

Verbal Tools “Rushed” “Overload” “Back to business” “Are you OK?” “Safety,” “Not safe” “I’m uncomfortable,” “I’m

concerned”

Other tools Briefing Touch Debrief or critique

Receiving/Listening Acquire information, data, feelings,

concerns that others are sending Listener must:

hear what is being said observe non-verbal indicators –

posture, gestures, facial expressions, tone, body language

The process of listening Receive – hear, see, touch Analyze Assign meaning Understand

Question validity of information

When you hear: probably possibly I think so I hope so maybe should

Listening barriers Boredom Complacency Distractions Impatience Anger Dark Seat positions

Distortions to communication Distortions can occur both with

sending and receiving – grid styles will affect

Preconceived ideas Lack of attention Trigger words or topics – focus on

them instead of message

Feedback Communication should be “looped”

or completed. Listener must hear and understand

the message – sender needs to know.

“Looped communication” demands a confirmation of receipt.

Feedback Important to both sender & receiver Unlooped communications can

cause accidents/incidents Recognize your responsibility to

give or receive feedback When in doubt – ASK! Don’t assume anything

What is feed back?

Ask for clarification until understand

Acknowledge Restate Confirm Observe

Question Disagree Answer Resolve

conflict Restate

Sensitivity in communications Tone of voice Inflection Facial expression Sensitive to what goes on in and

around aircraft flight attendants, ground personnel,

ATC

Open atmosphere Allows free flow of communication Encourages input Contributes to likelihood that all

available information will be considered

Barriers to communication Internal

rank attitude choice of words misinterpretation

Barriers to communication Internal, continued

hearback hear what you want to hear numbers expecting don’t change altitude alert mixing/switching 200-220, 120-210 assuming other pilot heard the clearance

Barriers to communication External

high noise uncomfortable temperatures high workload uncertain policies/procedures unable to see each other –

smoke, dark, seat location

Communication

When the rear-seat pilot of a dual-piloted T-33 aircraft attempted to adjust his position, he inadvertently deployed the life raft in the seat bucket survival kit. As the raft inflated, it pushed the stick forward, which caused the aircraft to pitch nose down. The front seat pilot attempted to correct the dive, but met resistance when he pulled the stick back.

Communication, continued

Meanwhile, the back seater found and deployed the raft deflation tool. The front seater, trying to solve the control problem, heard an explosion as the cockpit filled with talcum powder from inside the raft, which looked very much like smoke. He identified the problem as an engine failure, closed the throttle and secured the engine.

Communication, continued

As the haze cleared in the back, the back seater noticed the apparent engine flameout and ejected. The front seater then dead-sticked the aircraft into a field. Throughout this entire sequence, not a word was spoken.

Coordination

Process used to share and consider information, plans, operational activities

Reduces potential for error because of overlooked or disregarded information

Enhances early detection of deviations

Coordination The way coordination takes place

affects the ability of the crew to function, follow the plan, react to problems

As with communication, grid style affects quality and effectiveness of coordination

Conflict resolution Definition of conflict –

anytime two sources don’t agree

- people - instruments- information

Conflict resolution

Conflict is inevitable! differences in thoughts, feelings, opinions, values may lead to disagreement or disputes

Not necessarily bad – depends on how it is handled

Conflict resolution Conflict must be resolved

At time of conflict if time permitsor

On ground if necessaryor

With management if necessary

Critique Joint examination of an activity or

flight to improve both individual and crew effectiveness

Discussions about flight – informal, constructive, descriptive

Critique Learning from experience Occur during flight or on ground

after Focus on problem not person Debriefing is part Expand debriefing = critique Non-judgmental Others describe how they

perceived actions

Critique During flight

Problem solve among crew

After flight Aid crew in summarizing what went

well and why Examine ways problems might more

effectively be resolved

Feedback is the heart of critique

Advanced skills Inquiry Advocacy

Both are forms of sending and require feedback

Inquiry Request for ideas, opinions,

information, or suggestions specific to a situation

Raise ones own situational awareness

Attitude of checking and rechecking as well as the action of asking a question – not only verbal but a state-of-mind

Inquiry Curiosity Skepticism Interest Not complacent Maximize learning and awareness Ensures larger gains in knowledge

Effective Inquiry Decide what, how and who to ask Clear and concise question Relate concerns accurately Specifically ask for feedback Keep an open mind Draw conclusions from valid input

Disregard “maybe” “I think” “probably”

Inquiry Every crew member is responsible Take nothing for granted

Advocacy The act of expressing information,

opinions, suggestions about a particular situation to someone in order to gain acceptance of one’s view

Used to raise someone else’s situational awareness

Effective Advocacy State position Suggest solutions Be persistent Use quality communications Appropriate timing Honesty Listen carefully Keep an open mind

Advocacy Assertive form of communication Obligation of every crew member

to advocate

What is a role? Position Set of behaviors

Role Position defined by the relationship

to other positions Captain Co-pilot Second Officer

Role Position includes

Title Status level “Left seat”

Expected to behave like a Captain, FO, etc.

Behave the way other people expect a Captain, FO to behave Role senders

company FAA other pilots controllers

The person him/herself has expectations

Position behaviors

maintenance flight attendants instructors passengers

Role senders Some more important than others

superiors those who can reward or punish those who work closely with the person

Role senders communicate expectations

Some expectations are always part of a role – Captain is in command always

The role of Captain authority, command person in charge leader responsibility obligations importance also cockpit/flying tasks

Role of the FAA FAA establishes regulations –

minimum levels of safety that all aviation companies must meet

Carriers must operate at the highest practical level of safety – operate above the minimum standards.

Prevents chaos

Operate at a higher standard

Why? Costs Reputation

How? Require more

training home study Initial Operating Experience (IOE) many pilots demand more of themselves

Role of the Flight Operations Department Ensures regulations are

administered and followed Ensures corporate objectives are

followed (safety, profitability)

Managing cockpit roles Making sure each crew member is

working on the right tasks for the particular situation

Must have some way of setting priorities

System for managing tasks “A” tasks – immediately critical to

successful operations “B” tasks – not immediately critical

but will become critical (an “A” task) if not accomplished in near future

“C” tasks – productive and useful but will never become an “A” task

Role ambiguity Unclear or confusion about what

each crewmember is supposed to be doing Unstated expectations

Who’s flying the airplane? Who’s looking out the window?

Auto-pilot complacency – no monitor

Role conflict Get conflicting signals from

different role senders Must be clear about priorities Captain must help others manage

role conflict

Role overload

When a person has more to do than is possible for him to do Stressful Increases possibility of error

Captain must: help each crewmember manage

inputs balance workload among crew

Boundary management Cockpit boundary

ATC communications cross boundary FA entering crosses boundary

Sterile cockpit – one way to manage the inputs to the cockpit

Boundaries

Cockpit

Captain First Officer

Second Officer

Boundaries – poorly managed

Cockpit

Captain

A1, A2, B1

First Officer

A3

Second Officer

C1

A4 B2, B3

A1 Fly airplaneA2 Exercise commandA3 Monitor ATCA4 Manage cockpit rolesB1 Plan landing,

study approach plateB2 Compute fuel dumpB3 Monitor systems

performanceC1 Send list of passengers

to companyC2 Other low-priority tasks

Factors that repeatedly contribute to incidents/accidents

Lack of response to warning systems Over reliance on automated systems Chart reading errors Communication errors Diffusion of responsibility Crew monitoring failures

Common failure areas1. Preoccupation with minor mechanical

problems2. Inadequate leadership3. Failure to delegate tasks and assign

responsibilities (flying)4. Failure to set priorities5. Inadequate monitoring 6. Failure to utilize available data7. Failure to communicate intent and

plans

Six rules for improving workload management

1. In any abnormal situation, positive delegation of flying and monitoring responsibilities must be the top priority and action item.


2. A positive delegation of monitoring responsibilities is just as important to safety as a positive delegation of flying responsibilities.


3. The pilot flying an aircraft must not attempt to perform secondary tasks during dynamic flight situations.


4. When there are conflicting interpretations of fact, external sources of information must be used to resolve the conflict. Do not rely on “confidence” to resolve the ambiguities.


5. Whenever there is conflicting information from two sources (or questionable information from one source) cross checking from an independent source is a necessity.


6. If any crewmember has a doubt about a clearance, procedure or situation, he/she must make that doubt known to other crewmembers.

Capt. Al HaynesUAL flight 232, DC-10

“We had 103 years of flying experience in that cockpit . . . But not one minute of that 103 years had been spent operating an airplane the way we were trying to fly it. If we had not worked together, with everybody coming up with ideas and discussing what we should do next and how we were going to do it, I do not think we would have made it to Sioux City.”

Documents

Crew Resource Management Skills