Flight Crew Training Cockpit Resource Management (CRM) and Line-Oriented Flight Training (LOFT)(33)

3  Performance Evaluation and Assessment
3.1  There is an apparent conflict inherent in the purpose versus the application of LOFT. To be effective, it must be accepted by the crew members and administered by the instructors as pure training. There is no such thing as a "no jeopardy" training exercise, since operators are charged with the responsibility of continuing training for those who require it. It is, however, essential that an atmosphere be created which allows the crew members to enter the training with a feeling of freedom, openness and enthusiasm. Reserve or defensiveness because of concern for "failure" must not inhibit participation.
3.2  To a considerable extent, conflict can be minimized by the manner in which the co-ordinator sets the scene during the pre-flight briefing, when it should be emphasized that:
a) it is a purely a learning experience;
b) it is a training concept designed to emphasize crew command, co-ordination,

communication, and full management of the available resources; c) the co-ordinator will not interfere regardless of developments; d) apparent mistakes may be made, but the crew should carry on since there is no
one book solution to a LOFT exercise; e) there will be an opportunity for a full self-analysis during the debriefing; and f) the co-ordinator will take notes during the exercise and will assist in the debriefing.
3.3  The role of co-ordinator is not that of an instructor in the traditional sense. For example, realism considerations dictate that the co-ordinator will not intervene or intrude in any way into the LOFT scenario. Thus, for purposes of the debriefing, it is crucial that the co-ordinator serve primarily as a moderator.
3.4  In the experience of operators who use LOFT to good advantage, crews tend to debrief themselves. Self-criticism and self-examination are normally much more effective than a critique led by the co-ordinator. In fact, crews are often much harder on themselves than the co-ordinator would ever consider being. The co-ordinator should do everything possible to foster such self-analysis.
3.5  When serving as moderator, the co-ordinator can guide the discussion to points that need attention. Questions about certain procedures, mistakes, and so forth, should be asked whenever possible, and unless absolutely necessary, "lectures" about what is right and what is wrong should be avoided. A suggested format for the debriefing should include:
a) a positive general statement opening the discussion;
b) a short review of the scenario, including the human factors and training objectives;
c) a discussion by crew members of the operation as a whole and in part;
d) coverage of all aspects of the flight, not permitting any one feature to dominate the debriefing;
e) reference to possible alternatives and better ways of accomplishing the objectives; and
f)  further development of the discussion through the use of questions to each crew member, such as, "what if you had done ...".
　
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