Knowledge, Skills and Understanding. Learning Objective. Teaching. Introduction: State the learning objective and success criteria for the session.

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1 Classroom Activity 1- Principles of CRM Crew Resource Management (CRM) is an approach to improving safety Can articulate the main principles of CRM It is about people (interpersonal (soft) skills). Crew members attitudes and behaviours are important. All crew members are responsible for the performance of the team Good teams require effective leaders Effective communications are essential. It is about technical (hard) skills Effective standard procedures are essential (SOPs and checklists). Equipment and information management CRM is about leadership. Teaching State the learning objective and success criteria for the session. Organise participants to play the Mine field activity (see next page). Tutor focus: As you lead the activity, try to inspire the players and emphasize the importance of trust and safety. Debrief the activity: Focus on the problems that were encountered during the activity. Tutor focus: Make clear connections to, and encourage discussion of, common contributing factors in accidents at sea. Becoming consumed by minor technical problems Failure to set priorities Failure to properly communicate plans Inadequate monitoring Fatigue Lack of or poor training Failure to use all available data Failure to identify and act upon deviation from SOPs Failure to appropriately delegate tasks Closure: Why is CRM important in Coastguard operations? As a leader what are the challenges you might face with regard to effective CRM on your CRV?

2 Classroom Activity 1- Principles of CRM Minefield. Activity adapted from Mine Field is a teambuilding activity involving trust and teamwork. Materials Required: A very large outdoor or indoor space; several light, soft objects to serve as obstacles (such as large paper cups, empty plastic bottles, cones, soft foam balls, etc.); blindfolds for half the people. Activity The goal is for each blindfolded person to get from one side of the field to the other. He or she must safely avoid touching the mines, by carefully listening to the verbal guidance of their partners. Find a good large outdoor field or large indoor space. Be sure there are no dangerous items or hazards nearby. Set up the minefield by placing mines in many places over the space. Once the minefield is set up, divide players into pairs. In each pair, one person will be blindfolded and will be not allowed to see or talk. The other person is allowed to see and talk, but is not allowed to touch the other person or enter the minefield. Have each pair decide which role they want to play and distribute blindfolds. Once blindfolds are worn and everyone is ready, say Go! and the activity begins. The blindfolded person cannot talk; he or she just listens and walks. The guider can t touch his or her partner, but he or she can speak to his partner and use whatever verbal strategy he or she wishes. Create a penalty for touching a mine. Perhaps a time delay, or a loss of points, or (worse case) a restart. Perhaps suggest that a pair develop a unique communication system.

3 Classroom Activity 2- Situational Awareness Situational awareness derives from a complex set of inputs that affect personal mental models. Can identify the main components of situational awareness Situational awareness involves being aware of the elements in the environment at a certain time and place, understanding what they mean, and having an ability to project how the environment will be in the near future. On a coastguard mission, the main components of situational awareness will include: Environmental awareness Spatial orientation System awareness Time horizon Crew awareness Stage 1 Gathering Data (Perception) Stage 2 Mental Model () Stage 3 Update Model (Thinking Ahead) Situational awareness is inversely proportional to risk. Teaching State the learning objective and success criteria for the session. Watch the YouTube clip of a call out. Ask: Identify those actions that demonstrated good situational awareness. What opportunities were there to improve situational awareness amongst the crew Have the group work in pairs and develop a set of checklist for actions that could be taken for each of the following areas; Environmental awareness System awareness Time horizon Crew awareness Tutor focus: Mode spatial orientation that is, awareness of your geographical position. RADAR and GPS on Identify and define navigation lights before during trip Landmarks spotted and compared with RADAR Appoint lookout Regularly call if spot vessel or light to confirm Tidal chart depth water movement Listening for water noise e.g. waves on shoreline Closure: Discuss why it is important to maintain a constant input of data to develop and confirm the mental model. Why is it crucial to be able to discern changes to the information?

4 Classroom Activity 3 - Leadership Styles The type of leadership style depends on your personality and the interactions and personalities in your team. Can recognise their personal leadership style Explains how best to lead crew knowing their leadership style How you interact with crew can affect the performance of the team. There are many types of leadership styles that can be used to enable teams to work effectively. Key attributes of a good leader include; self awareness, self direction, vision, ability to motivate and social awareness. Effective leaders are those who are able to use these skills and apply an understanding of different ways to lead crew according to the situation. Teaching (20min) As a group describe a coastguard situation where you needed to step up and be leader or provide leadership. E.g. helping a crew mate with a task they were struggling with, being put in command of a tasking, showing less experienced crew how to use the GPS, running a search. Tutor focus: Give crew opportunity to share experiences. Discuss those skills or attributes they think are required for being an effective leader. Hand out laminated leadership cards to each person. Have crew read each description and score themselves on a 1-10 scale, where 1= not like me 10= just like me. Translate the score onto the radar graph provided. In pairs discuss their leadership (perceived style) and how it may influence their leadership on the CRV. Tutor focus: The radar graph is one way of comparing strengths and weaknesses of a number of variables, in this case types of leadership styles. Patterns can be distinguished and trends recognised. It is a tool that has limitations and is just used to get the crew thinking about which leadership style they think they best identify to. Closure: At the end of day have each crew score one another based on their experiences during the course. How does the radar graph change? Do other people see different skills and attributes in the crew?

5 Classroom Activity 3 - Leadership Styles Transformational Leadership Transformational leadership describes leaders who: are inspiring expect the best from everyone on their team as well as themselves look after initiatives that add new value This leadership style can be effective when: high productivity and engagement is required the leader is enthusiastic the leader is supported by "detail people." Autocratic Leadership Autocratic leadership describes leaders who: have a lot of power over their people. Don t allow team members opportunity to make suggestions, even if these would be in the team's or the organisation's best interest. This leadership style can be effective when: performing routine and unskilled jobs decisions must be made quickly and without dissent an immediate crisis or emergency situation exists Bureaucratic Leadership Bureaucratic Leadership describes leaders who: work "by the book." follow rules rigorously ensure that their people follow procedures precisely This leadership style can be effective when: work involves serious safety risks people do routine tasks standard operating procedures and methods exist Participative Leadership Participative leadership describes leaders who: make final decisions but include team members in the decision-making process. encourage creativity engage team members in projects and decisions This leadership style can be effective when: people s skills need developing quality is more important than efficiency or productivity working as a team is essential People-Oriented Leadership People-Oriented leadership describes leaders who: are focused on organising, supporting, and developing the people on their teams. treat everyone on the team equally. Are friendly and approachable This leadership style can be effective when: Teamwork is essential for success The leader makes themselves available whenever team members need help or advice The leader pays attention to the welfare of everyone in the group Laissez-Faire Leadership Laissez-Faire leadership describes leaders who: allow their people to work on their own. give their teams freedom to do their work and set their own deadlines. provide support with resources and advice, if needed, but otherwise doesn't get involved. This leadership style can be effective when: the leader monitors performance gives feedback to team members regularly. individual team members are experienced, skilled, self-starters Leadership Style cards laminate these. Enough for one set per crew.

6 Classroom Activity 3 - Leadership Styles What is your leadership style? Autocratic 10 8 Laissez-Faire Bureaucratic Transformational Participative People Orientated

7 Classroom Activity 3 - Leadership Styles Laissez-Faire What is your leadership style? Autocratic Bureaucratic Autocratic Bureaucratic Participative People Orientated Transformational Laissez-Faire In this example the score out of 10 is shown in the table. When the dots were drawn on the graph, the points were connected. This shows that this person was stronger with people orientated leadership. Transformational Participative People Orientated

8 Classroom Activity 4 - Team Development Situational leadership is about being adaptable as a leader Can recognise the different stages in team development Can identify those skills or attitudes that are required to manage team progression though the different stages of development How you interact with crew can affect the performance of the team. There are many types of leadership styles that can be used to enable teams to work effectively. Being aware of the crew, their actions and needs, is part of situational awareness. The ability to manage the crew using these skills can be described as situational leadership. Introduce learning objective and success criteria Teaching (20min) Look through the four stages of team development. Discuss the characteristics of each stage. Ask crew From your own experience describe examples of team tasks that you have been involved in during Coastguard activities (SAROPS etc). 1. Have a discussion about their experiences. Can they relate their experiences to a stage of team development what were the key characteristics of that stage that they could relate to their experiences? 2. Using the leadership style that they have identified in the previous activity (classroom activity 3) have the crew note the challenges they would face being the leader of this team at that time knowing the leadership style they are more familiar with. Tutor focus If the crew are finding it difficult to identify team tasks / challenges, then; Have each crew share back to the group. Allow the discussions to develop from the experiences. Provide an example from your own experience (this will have to be prepared beforehand) Closure: In the experiences discussed above, did the teams progress to the next stages in team development if not why? How can you progress the stages of team development? Relate the shared experiences back to the definition of situational leadership what skills or attitudes need to be developed?

9 Classroom Activity Communication Being an effective communicator with different crew requires a leader to be aware of the communication style of those crew Can recognise their different personality types within the crew Explain how to adapt leadership style to best manage different personalities How you interact with crew can affect the performance of the team. You need to adapt your communication style so it is meaningful to them. The personalities of crew vary as does their approach to tasks. Effective leaders are those who are able to use these skills and apply an understanding of different ways to lead crew according to the situation. Teaching (20min) Crew to complete personality types test before the session (or if time and computers available in class) Give person colour card to pin on their shirt their primary colour. Goto the following website for details of personality types Provide laminated card with ways of communicating and colours on it from module. Discuss how, as a leader, you could communicate with that person using the information from the chart. Tutor focus: Discuss how might this influence the way you communicate to different people make connection with ideas that we are all different and you need to get to know the people you work with to be an effective leader. What if all crew had same colour how would that effect team development leader need to be flexible / adaptable. Closure: Should you as a leader always impart your personality type to manage the crew? i.e. you are a red personality and you lead using the red driver personality traits or would you adapt your style to the situation?

10 Classroom Activity Debate Crew resource management requires effective communication skills Demonstrates communication skills such as the ability to question, respond and convey information. An effective team will have a leader who can establish a culture that allows and encourages challenge. Encouraging crew to build their communication skills and interpersonal understanding can be achieved in a number of ways on and off the water. Crew should develop skills that allow them to challenge judgments in an appropriate way. These skills include the ability to question, respond and convey information. Read following sections on own 5.2 Developing communication 5.3 Challenge 5.4 Conflict 5.5 Having difficult conversations Teaching (20min) Remind crew about the links to communication from CRM1 Module. Challenge is likely to occur, need how to support crew. Debate: Divide the group into two. One side is the for and the other against. Give both teams 5mins to prepare. Have a ten minute debate. The topic to debate is Life jackets should be worn by everybody on every vessel under 20m. Closure: At the end discuss What methods were used to attempt to argue the case? Did both groups feel the other was being reasonable? Were facts presented rather than emotions? Did crew get emotionally involved? What situations have you been in that remind you of this?

11 Classroom Activity Briefing Teaching (20min) Briefings and debriefings require a number of key elements to make them effective Demonstrate awareness of timing, environment, place and location when briefing. Can use the GSMEACR tool to brief Briefings and debriefings are important parts of any mission or training exercise. They ensure that critical information is shared by all crew and the mission plan and objectives are clear. They also ensure the crew reflect on the experiences to improve their practice. It is important to make sure that all crew involved in a mission or training participate in the briefing and debriefing. Briefing Hand out briefing card to each discuss aspects of GSMEACR Managing Briefing Discuss times when they were given good / poor briefings. Unpack elements of a good briefing (eg timing, environment, place, location do not focus on the GSMEACR elements). Remind crew that when leading a mission or task on the CRV they must brief each time and can use prompts to help. Managing Debriefing On back of briefing card the key aspects of debriefing are given. Discuss Duration of debrief. Who should conduct the debrief. The mission. Team performance and makeup. Tasks undertaken. Navigational information. Environmental conditions. Lessons learnt. Recommendations. Closure Setting the expectation for the practical sessions. During the practical sessions, the focus of the debriefing should be about the crew s soft skills (situational awareness, team dynamics, communication) not hard skills (boat handling etc.)

12 Classroom Activity 6 - Loss of Situational Awareness (Case study 21) Lesson Discussion Points A number of factors can influence the loss of situational awareness which can ultimately affect task completion and safety. Can evaluate those factors that affected situational awareness within a case study context Introduction Read through Case Study 21 individually. Hand out a copy of the safety lessons and allow crew to read through again to provide a CRM context. Answer the discussion points as a group. Safety Lessons 1. Collision should be assessed, and that early action be taken to avoid collision. There is no doubt that the yacht owner was aware of the risk of collision; it is also clear that he took no action to avoid one until it was too late. Had he altered course when it first became clear that a risk of collision existed, a close-quarters situation could have been avoided. 2. The tug s action, although ultimately resulting in a substantial alteration of course to starboard, was not carried out readily apparent to the other vessel, ensures that the vessels involved will pass safely, and avoids any confusion as to actions taken. 3. In restricted visibility, every vessel which detects by radar alone the presence of another vessel, and that a close-quarters situation is developing and/or a risk of collision exists, is required to take avoiding action. There is no stand-on vessel in restricted visibility. 4. Neither watchkeeper had undertaken any formal training in the use of radar. Such training might have highlighted the fact that, at a range of 5 miles and with the vessels approaching at a combined speed of 15 knots, there are only 20 minutes in which to notice the other radar target, monitor its movement and take action to avoid collision. Every minute s delay brings the target ¼ mile closer, and will require a larger alteration of course and/or speed to avoid collision. How does this relate to situational awareness? How does this relate to CRM? What could have been done to prevent it? Whose responsibility was it? How could this be communicated?

13 Classroom Activity 7 - Loss of Situational Awareness (Case Study 22) Lesson Discussion Points A number of factors can influence the loss of situational awareness which can ultimately affect task completion and safety. Can evaluate those factors that affected situational awareness within a case study context Introduction Read through Case Study 22 individually. Hand out a copy of the safety lessons and allow crew to read through again to provide a CRM context. Answer the discussion points as a group. Safety Lessons Fast turns in rigid inflatable boats generate large forces which can throw personnel overboard, despite their best attempts to hold on. Before commencing such manoeuvres, coxswains should ensure that all occupants are aware of the impending manoeuvre and the need to be securely seated and hold on tight. 2. The arrangement of the boat and angle of heel in the turn meant that once the crewman had fallen from the boat, it was almost inevitable that he would be struck by the propellers. It is therefore imperative that all persons are secure within the boat, such that they cannot fall overboard. 3. Although the crewman s protective helmet was substantial, it could not protect his head against the rotating metal propeller blades; the boat had not been fitted with propeller guards as it was considered this would compromise its performance and ability to respond to performance in any rescue situation, serious consideration should be given to the use of propeller guards on any boat likely to be used for the recovery of persons from the water, in view of the extreme dangers created by open bladed propellers. Work in groups of 2 4 to write a scenario that shows how a variation of this situation could occur in coastguard. Identify how you would manage the risks to prevent this from occurring. What procedures do you have? E.g. not sitting on sponson while underway, briefing, risk is identified in briefing, helm calls changes in course and speed, maintain contact with CRV, maintaining a log, SSM drill MOB and medical emergency, PPE for crew, training through Coastguard modules Do a GAP analysis on your SOPs. What SOPs should you have? SSM drills are the top 10 SOPs, how do SOPs support risk management and decision making in your Unit? 4. When reporting casualties, to minimise delay take care to report your position as accurately as possible and seek advice on the best place to rendezvous with the emergency services.