Randall L. Oser

A Methodology for Enhancing Crew Resource Management Training

Human error is an ever-present threat to the safe conduct of flight. Recently, applied psychologists have developed an intervention, crew resource management (CRM) training, designed to help prevent human error in the cockpit. However, as it is commonly applied within the aviation community, CRM lacks standardization in content, design, delivery, and evaluation. This paper presents a discussion of an applied program of research aimed at developing a methodology for the design and delivery of CRM training within the Navy. This long-term, theoretically based program of aviation team research included identification of skills to be trained, development of performance measures, application of instructional design principles, and evaluation of the training delivery. Our conclusion indicates that a systematic methodology for developing CRM training can result in better performance in the cockpit. Actual or potential applications of this research include any task environment in which teams are interdependent.

Training teams for emergency management

Emergency management (EM), the decision making involved in directing the relief operation after a disaster or otherwise catastrophic accident is an issue of great public and private concern because of the high stakes involved. Due to the nature of emergencies, and especially mass emergencies, EM teams are faced with decision making in stressful situations, information ambiguity and overload, and a significant level of uncertainty, whereby non-routine problem solving of a knowledge-based nature is required. An important characteristic of EM is that it is a team of teams; multiple teams that come from different organizations, with different organizational goals and different organizational cultures, that work together to minimize the negative effects of the emergency. As a consequence, EM requires good coordination and communication not just within, but also among the various teams involved. Coordination among teams should, therefore, be a key focus for training. This paper describes EM within the context of naturalistic decision making, and proposes a framework, an event-based approach to training, together with a number of team training strategies that may be applicable to EM. A brief assessment of available training technologies and recommendations for future research are discussed.

A Picture Is Worth a Thousand Connections: The Facilitative Effects of Diagrams on Mental Model Development and Task Performance.

This study investigated the influence of training format on knowledge structure development and how differing knowledge structure measurement techniques can be used to best assess training effectiveness. The presence of diagrams was manipulated in a computer-based training tutorial designed to assess mental model development and knowledge acquisition. Participants presented with diagrams were more likely to accurately draw connections across modules of the training. Diagrams also facilitated performance on measures of integrative knowledge but not on measures of declarative knowledge. The results are discussed in the context of mental model theory.

Training team problem solving skills: an event-based approach☆

Abstract Training problem solving teams presents a unique set of challenges to instructional designers. Given the criticality of teams to the performance of many organizations, it is important to develop training systems to support coordination and problem solving. While recent technological advancements, such as computer-based performance assessment, hold considerable promise for training, the introduction of technology alone does not guarantee that the training will be effective. This article focuses on three important questions that must be addressed when developing coordination and problem solving training: (1) How can technology best be used to provide an environment in which learning can take place? (2) What knowledge, skills, and attitudes need to be learned and trained to facilitate expert problem solving teams? and (3) How can the development of problem solving expertise be fostered through a systematic instructional strategy? A naturalistic decision making paradigm will be used to provide a theoretical framework for describing the problem solving task domain. An event-based approach to training will then be offered as a practical application for training teams to perform in naturalistic environments. Finally, conclusions are drawn regarding the provided framework for team learning.

Can Applied Research Help Naval Aviation?: Lessons Learned Implementing Crew Resource Management Training in the Navy

One challenge for applied training research is to effectively balance the need to deliver a product to meet operational requirements with the need for scientific rigor. In this article we document an applied research effort and offer lessons learned from balancing science and operational necessity while meeting naval aviations crew resource management (CRM) training requirements. Specifically, in 1990, 60%-80% of all accidents in naval aviation were due to human error. In an effort to reduce accidents attributable to poor aircrew coordination, a program of training research was conducted. Research involving empirical and field investigations was performed and the result was strategies, methods, and tools that supported CRM training. The success of this applied training research resulted in a methodology for the design, development, and evaluation of CRM training programs for naval aviation. The methodology was used as the basis for required annual CRM training throughout naval aviation. This article disc...

The Facilitative Effects of Diagrams on Scaffolding Knowledge Acquisition and Metacognition in Low Verbal Ability Learners

This study investigated the differential benefit of diagrams as a learning aid for participants of differing ability levels. Diagrams facilitated the acquisition of conceptual knowledge but had no effect on declarative knowledge acquisition. Additionally, diagrams increased metacognitive accuracy. More importantly, the effect on knowledge acquisition and metacognitive accuracy was found to be strongest for participants with low verbal ability. Finally, incorporating diagrams into the training resulted in improved instructional efficiency (i.e., higher level of performance was achieved with less mental effort). Implications for incorporating findings on individual differences into training system design are discussed.

Transitioning SA Theory and Research into Practical Training Guidance: A Case Study

The present effort describes approaches that were applied to transition situation awareness research to address the needs of a military training community. First, a multidisciplinary team allowed us to incorporate research and theory in regards to SA, envision how it could be applied to support ISD products, and incorporate the expertise of members of the operational community. Second, a goal directed training situation analysis enabled us to identify key aspects of the training environment that helped guide the identification of methods that would work. Finally, a multi-method approach allowed us to apply behavioral, cognitive, and ISD approaches to better understand how to define, measure, and train SA in this environment. Such approaches may be applied to transition other complex cognitive constructs from research to applied realms.

Convergence or Divergence of Expert Mental Models: The Utility of Knowledge Structure Assessment in Training Research

In this paper we discuss the impact of differing knowledge structure measurement techniques on assessing instructor mental models for behaviors associated with Situation Awareness. Our goals were, first, to investigate the degree to which an expert model for such behaviors actually exists, and second, to determine the degree to which experts, varying along a number of dimensions, assess these behaviors using differing knowledge structure measurement techniques. The results show substantial agreement in concept relatedness across differing measures, but less agreement across differing expert groups. Our discussion focuses on the differing measures and their ability to assess the knowledge structures associated with experts differing in their training roles and we review the implications of these findings for training researchers.

SIMULATION USE FOR TRAINING LARGE TACTICAL TEAMS

The opportunity for naval aviators to develop coordination skills and acquire the knowledge necessary for integration in large tactical teams (e.g., Navy carrier air wings) during training is currently limited. Simulations and simulators could provide greater opportunity for the training of these critical skills. This paper will describe an investigation performed with a goal of defining potential training needs and strategies for large tactical team training. Two sources of data were analyzed; a database of critical incidents and questionnaires collected during a large tactical team training setting. The results of the analyses are presented and preliminary strategies for conducting large tactical team training are forwarded. Finally, the implications of the findings for future research in this area are discussed.

Symposium on Distributed Simulation for Military Training of Teams/Groups: A Case Study of Distributed Training and Training Performance

This paper describes the first actual application of a distributed training network to the military mission called Close Air Support (CAS). It represents a “case study” and is based upon a set of data collected on military personnel during a one-week series of exercises in a distributed training environment. We describe the objectives of the measurement process, discuss the development and use of the measurement tools, provide several observations based upon the data collected, and offer several preliminary conclusions related to measuring training performance in distributed environments.