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3 Curriculum Development
3.1 Assumptions and preconditions
3.1.1 Before attempting to develop a programme of CRM training, three major areas must be dealt with on the part of both operator management and course developers: a) global goals;
b) awareness of "good" versus "poor" cockpit performance; and
c) critical planning elements.
3.1.2 There are two global goals which override all other aspects of any flying operation. First, all flying is conducted to satisfy the demands of management and these demands are mainly based on economic considerations. Second, safety must be maximized through joint management and crew responsibility as well as crew co-ordination. These two goals are sometimes mutually supportive and sometimes in conflict. A correct balance is not always easy to maintain, nor is it always clear when one goal or the other is paramount. It is essential that global goals be defined and consciously identified, for they, and the conflicts they can present, are frequently at the root of operational problems.
3.1.3 Awareness of "good" versus "poor" performance is also vital. "`Poor" performances can be more easily identified than good, but "good" performance can be stressed through development of individual role-models. The concept of "good" performance is also vital to preservation of self-image. While one cannot desire improvement until the need for improvement is felt, positive aspects must be stressed in the course development. The need for supportive and co-operative interrelationships among crew members must be accepted by students before a desire to alter individual behaviour can be evoked. Finally, flight crews must be trained to cope with difficult individuals.
3.1.4 The following list presents critical planning elements in any course of CRM training: a) careful selection of instructors (or co-ordinators, as they are often called in CRM programmes). They must be credible and selected on the basis of motivation,
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