Flight Crew Training Cockpit Resource Management (CRM) and Line-Oriented Flight Training (LOFT)(11)

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m)"team required" versus "individual" tasks: For example, if someone spills coffee on his foot, normally team effort is not required. If however, someone spills coffee on the master copy of the computer flight plan, partially destroying its legibility, team effort may be required to reconstruct vital data. Thus, some problems require a team solution while others may be solved through individual effort;
n) identification of norms (i.e., tacitly accepted actions, procedures and expectations): Whether consistent or deviant with written policy, norms exert strong pressures upon individuals to conform;
o) pilot judgement: once all information is available to the pilot-in-command, the situation may be clear-cut or may require judgement. These judgement calls are the ones which are most likely to spark dissent, produce initial resistance and have a negative effect on the team;
p) the statutory and regulatory position of the pilot-in-command as team leader and commander: All decision-making must be done by or funnelled through the pilot-in-command; and
q) ground rules: policies and procedures to be followed during the course of instruction, as well as subsequent operations. For example, management support for the programme and concepts taught; management support for those who attempt to act in accordance with learned principles; and absence of punitive action during the course and afterwards in actual flight operations
.
Domains for CRM Training
Situation Awareness  Problem-Solving/ Decision-Making/ Judgement 
. .  total awareness of surrounding environment reality vs. perception of reality  . conflict resolution .review (time-constrained) 
.  fixation 
.  monitoring 
.  incapacitation (partial/ total, physical/ psychological) 

Stress Management
.  
fitness to fly

.
fatigue

.  
mental state

Critique (three basic types)
.  
preflight analysis and planning

.  ongoing review

.  
postflight

Communications 
. cultural influence .role (age, crew position, etc.) . assertiveness . participation . listening . feedback 

Leadership/Followership 
. team building . managerial and supervisory skills .authority . assertiveness . barriers . cultural influence .roles . professionalism . credibility . team responsibility 

Interpersonal Skills
.
listening

.  
conflict resolution

.  
mediating

Figure 2
NOTE:  In paragraph 4.3 below "Communications" and "Interpersonal skills" have been grouped together.
4.3  Skills taught There are six major areas to be taught: a) Communication/interpersonal skills
i) cultural influence
ii) barriers, e.g. rank, age, crew position
　
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