How To Teach Crew Resource Management

Transcription

1 Team dynamics in critical situations Crew Resource Management (CRM) and other approaches Developing a CRM course: experience from a project with Norwegian Coastal Authorities Kystverket- Malin Dreijer, Tommy Haugsnes DNV- Anne Wahlstrøm

2 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 operators V MT N TF Vardø (TF) Fedje (V) Vardø Fedje Kvitsøy Brevik Horten R S O Kvitsøy (R) Brevik (S) Horten (O) 2

3 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. 3

4 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 4

5 Competence building is developed using acknowledged pedagogical principles and frameworks Didactical learning model In essence, the goal is to: Evaluation Learning objectives Content A process for establish and agree framework for course content and schedule Define the right levels of learning objectives (skill-level, knowledgelevel etc) Participant prerequisites Contextual factors Training methods Reveal organisational/ professional obstacles for learning Ensure that learning can be evaluated and that effects can be measured 5

6 Pilots and VTS resource management Facts about this program: 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 Basis for the success: 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 6

7 Development of competence building projects Workshop 1 Workshop 3 Handover and adjustment by course deliver Yearly review Management commitment and communication strategy Workshop 2 Develop course: Theory Case Simulations Yearly program 7

8 Workshop 1 Casestudy Participant prerequisites Learning objectives Obstacles for learning 8

9 Workshop 2 Presentation 1. Draft framework Requirments to instructors Learning styles Evaluation 9

10 Læringsstiler Læringsstil Metode Virkemiddel Den visuelle: Den lese/skriveorienterte: Den auditive: Den taktile: Den kinestetiske: Lærerens drømmeelev Sitter nær læreren Vil ha med seg alle instrukser og beskjeder Stiller oppklarende spørsmål Liker at læreren forklarer med notater på tavla, transparenter Liker skriftlige oppgaver Skriv lister og definisjoner Skriv setninger for å gjengi det du ser på diagram og grafer Les tekster for seg selv Lett å undervise Elsker å snakke Muntlig tilegning Diskuter Verbal behandling Leser sjelden raskt 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 Bruk eksempler ved læring av vanskelig teori Bruk rollespill så mye som mulig Kombiner læring med bevegelser og øvelser Ønsker kopi av alle presentasjoner Foretrekker å arbeide alene Ønsker å notere Diskusjon Gruppearbeid Bevegelse og aktivite Praktiske sans Bevegelse og aktivite Rollespill Praktiske sans 10

11 Learning material 11

12 Evaluation Evaluation prior and after training Internal review Preliminary results after 6 months CRM climate between pilot and VTS operator Request for refreshment courses Practical introduction of SMCP 12

13 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 13

14 Safeguarding life, property and the environment 14