CAP 737 Crew Resource Management (CRM) Training 机组资源管理培训(84)

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In aviation it is no different. The vast majority of training resources and all formal examination have been aimed at ensuring people have the appropriate knowledge and skills, rather than the right attitudes. The fact that attitudes are fundamental to competence has not been officially recognised, even though incorrect attitudes are suspected to have contributed to many of the major accidents - the ultimate consequence of a lack of competence. The reason for this omission is uncertain, but a reasonable assumption may be because training and examining ‘attitudes’ have been less precise and more difficult to carry out successfully.
CRM training has attempted, with variable success, to try and redress the imbalance. Most experts and practitioners are in agreement that the variability in the effectiveness of CRM training is largely linked to the quality of the delivery and not the content, and that training with a high degree of facilitation has been more successful.
This can be explained by exploring the two main techniques that are available to trainers, namely instruction and facilitation. Instruction can be described as being primarily a telling activity, where knowledge and skills are developed in trainees through either direct communication or demonstration, with questioning primarily used to check understanding or reinforce key messages. Facilitation on the other hand, can be described as a technique that helps trainees to discover for themselves what is appropriate and effective, in the context of their own experience and circumstances.
Both techniques are useful and have their place. In order to transfer knowledge and many skills, instruction is the most efficient technique to employ; it would be laborious and unnecessary to teach a straightforward and precise subject such as an electrical system using facilitation. Furthermore, instruction can be used to train larger numbers of people, and is particularly useful if only certain answers are acceptable.
On the other hand, trying to encourage appropriate attitudes using instruction as the technique, normally has limited success. People, particularly adults, do not like being told how to behave and what to think. There are rare occasions when a sharp ‘kick up the backside’ delivered by the right person at the right time has the desired effect, but in general, telling people to change their attitude is not usually effective. This is particularly so if the person doing the telling does not have the respect of the recipient, or represents an authority that lacks credibility. Ironically, this is also consistent with the instruction of positive behaviour, such as ‘keep up the good work’ which has been known to produce an adverse reaction.
The reason for this is that a person’s behaviour is based on their past experiences, values and beliefs which will be different from those of others. Therefore, telling people to behave differently carries the implication that their values and beliefs are wrong, and this is not convincing. People generally behave in a way that they think is rational, and often find it easy to justify their behaviour to themselves and others. However, what they may not be aware of is the effects of their behaviour on other people or the operation; and that an alternative behaviour, which does not question their values but has a more positive effect, may be something they might wish to consider.
　
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