Team dynamics in critical situations – Crew Resource … · 2014. 11. 17. · Team dynamics in critical situations – Crew Resource Management (CRM) and other approaches 10.04.2013

Kystverket- Malin Dreijer, Tommy HaugsnesDNV- Anne Wahlstrøm

10.04.2013

Team dynamics in critical situations –Crew Resource Management (CRM) and other approaches

Developing a CRM course: experience from a project with Norwegian Coastal Authorities

© Det Norske Veritas AS. All rights reserved.

Team dynamics in critical situations – Crew Resource Management (CRM) and other approaches10.04.2013

About Norwegian Coastal Administration

� 7 pilot regions with 290 pilots

Troms og Finnmark (TF) Nordland (N)Møre og trøndelag (MT)Vestlandet (V)Rogaland (R)Skagerrak (S)Oslofjorden (O)

� 5 Vessel Traffic Service Centers with 70 VTS operatorsVardøFedjeKvitsøyBrevikHorten

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Kvitsøy (R)

Vardø (TF)

Fedje (V)

Brevik (S)

Horten (O)

TF

N

MT

V

R

S

O



Norwegian Coastal Administration, objective and strategier

� Contribute to the efficient transport

� Ensure safe navigation in Norwegian waters

� Prevent or limit the environmental damage caused by pollution accidents in Norwegian waters or on Norwegian territory

� NCA's vision is to develop coastal and marine areas of the world safest and purest.

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Background for competence building:“Pilots and VTS resource management”

� CRM is part of renewed pilot education since 1990

� Other incidents / accidents - Karmsundet- Vatlestraumen- Boarding Area

� Based on the Federal Kivalina accident with a pilot onboard ,outside a VTS area was investigated by The Accident Investigation Board Norway and they pointed out common CRM training for pilot &VTS as on of the risk reducing actions.

� Interaction between pilot and VTS, understanding of each other´s tasks and responsibility.

� Other initiatives in NCA, founded by top management:- Simplification and updating of procedures - VTS and Pilot have internal control of procedures and workprocess- Review and improvement of common phraseology

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Competence building is developed using acknowledged pedagogical principles and frameworks

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Learning objectives

Content

Trainingmethods

Contextual factors

Participant prerequisites

Evaluation

Didactical learning model

� A process for establish and agree framework for course content and schedule

� Define the right levels of learning objectives (skill-level, knowledge-level etc)

� Reveal organisational/ professional obstacles for learning

� Ensure that learning can be evaluated and that effects can be measured

In essence, the goal is to:



“Pilots and VTS resource management”

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� Management commitment and attention

� User group participated in development

� Good ambassador for this competence development through out the organisations

� Training closely linked to other initiatives

Basis for the success:

� 6 pilots and 2 VTS operators per course

� 70 participants per year

� 5 year program

� Refresh course after this program

� NCA Top management one-day course

� CRM-coach on each VTS centre today and pilot stations to-be soon

Facts about this program:



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Development of competence building projects

Workshop 1Workshop 1

Management commitment and communication strategy

Handover and adjustment

by course deliver

Handover and adjustment

by course deliver

Workshop 3Workshop 3

Workshop 2Workshop 2Develop course:

TheoryCase

Simulations

Develop course:TheoryCase

Simulations

Yearly programYearly

program

Yearly reviewYearly review



Workshop 1

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Casestudy

Participant prerequisites

Obstacles for learning

Learning objectives



Workshop 2

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Presentation 1. Draft framework

Requirments to instructors

Learning styles

Evaluation



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Læringsstiler

Læringsstil Metode Virkemiddel

Den visuelle:Lærerens ”drømmeelev”Sitter nær lærerenVil ha med seg alle instrukser og beskjederStiller oppklarende spørsmålLiker at læreren forklarer med notater på tavla, transparenterLiker skriftlige oppgaver

•Ønsker kopi av alle presentasjoner•Foretrekker å arbeide alene

Den lese/skrive-orienterte:

Skriv lister og definisjonerSkriv setninger for å gjengi det du ser på diagram og graferLes tekster for seg selv

•Ønsker å notere

Den auditive:Lett å undervise Elsker å snakkeMuntlig tilegningDiskuterVerbal behandlingLeser sjelden raskt

•Diskusjon•Gruppearbeid

Den taktile:Må alltid plukke på saker og ting- ofte til andres irritasjon Læringsreseptorene sitter i hendene/fingrene, Behov for taktil stimulering for å forankre nytt stoff Læring bygger på følelser

•Bevegelse og aktivite•Praktiske sans

Den kinestetiske:Bruk eksempler ved læring av vanskelig teori Bruk rollespill så mye som muligKombiner læring med bevegelser og øvelser

Bevegelse og aktivite•Rollespill•Praktiske sans



Learning material

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Evaluation

� Evaluation prior and after training

� Internal review

� CRM climate between pilot and VTS operator

� Request for refreshment courses

� Practical introduction of SMCP

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Preliminary results after 6 months



Leading Change – John P. Kotter

Leading change successfully requires 8 steps:

1. Establish a Sense of Urgency

2. Form a Powerful Guiding Coalition

3. Create a Vision

4. Communicate the Vision

5. Empower Others to Act on the Vision

6. Plan and Create Short Term Wins

7. Consolidate Improvements

8. Institutionalize the New Approach

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Safeguarding life, property and the environment

www.dnv.com

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Team dynamics in critical situations – Crew Resource … · 2014. 11. 17. · Team dynamics in critical situations – Crew Resource Management (CRM) and other approaches 10.04.2013