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BOOM Behaviour Oriented Observation Method

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BOOM Behaviour Oriented Observation Method

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    1. BOOM Behaviour Oriented Observation Method OBSERVATION TRAININ G Let us consider the process of observation, who should do it and how this can be achieved; whether video is to be used or not, etc.Let us consider the process of observation, who should do it and how this can be achieved; whether video is to be used or not, etc.

    2. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 2 Emphasise this point Firstly an observer (BOOMER) must be, or have been, an air traffic controller, or some one with a highly developed knowledge of the controllers work. This is generally a policy decision of the managers but you may wish to discuss this and make recommendations. Emphasise this point Firstly an observer (BOOMER) must be, or have been, an air traffic controller, or some one with a highly developed knowledge of the controllers work. This is generally a policy decision of the managers but you may wish to discuss this and make recommendations.

    3. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 3 Use of video Advantage: this allows the BOOMER to show the BOOMEE the behaviours they have chosen to focus on. It is recommended that you use video when you run a BOOM session. This allows the BOOMER to show the BOOMEE the behaviours they have chosen to focus on. Using video can be demanding. Here are the main aspects you must remember... (read the Warning list). WARNING You must obtain permission to use a video from all the parties involved. Remember to set up the video and check the equipment well in advance. Pay attention to the position of the camera to record the BOOMEE's interaction with others and/or radar screen You have to record the time, shown on the video counter, when the behaviour starts and ends. Transition to next slide: carrying out observations requires that certain rules are followed. It is recommended that you use video when you run a BOOM session. This allows the BOOMER to show the BOOMEE the behaviours they have chosen to focus on. Using video can be demanding. Here are the main aspects you must remember... (read the Warning list). WARNING You must obtain permission to use a video from all the parties involved. Remember to set up the video and check the equipment well in advance. Pay attention to the position of the camera to record the BOOMEE's interaction with others and/or radar screen You have to record the time, shown on the video counter, when the behaviour starts and ends. Transition to next slide: carrying out observations requires that certain rules are followed.

    4. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 4 Observation of NTS and contextual elements What are observable behaviours, how do these relate to NTSs ? How do we imply the presence or the absence of a NTS? What kind of observation supports are required? What kind of environmental/contextual elements are relevant? In this section we will discuss how to distinguish a NTS from a TS and what may be termed observable behaviour. What is an observable behaviour and how do these relate to NTSs ? This slide should be used to stimulate a discussion on the what an NTS is. How does this differ from a behaviour? Suggest the group make a list of NTSs together. What NTSs do controllers routinely use, give examples if necessary to stimulate the group. Can we observe all NTSs? Probably not, but allow some discussion here if group want it. - see next slide. An NTS is not necessarily the same thing as the observed behaviour, though the behaviour can be used to imply the existence of a non-technical skill. A behaviour may be used to imply the observed person possesses an NTS. What kind of contextual elements are relevant? List of contextual elements which are likely to be helpful. What kind of observation supports are helpful or required- maybe the BOOM form. Presentation of part A and B of the BOOM FORM. In this section we will discuss how to distinguish a NTS from a TS and what may be termed observable behaviour. What is an observable behaviour and how do these relate to NTSs ? This slide should be used to stimulate a discussion on the what an NTS is. How does this differ from a behaviour? Suggest the group make a list of NTSs together. What NTSs do controllers routinely use, give examples if necessary to stimulate the group. Can we observe all NTSs? Probably not, but allow some discussion here if group want it. - see next slide. An NTS is not necessarily the same thing as the observed behaviour, though the behaviour can be used to imply the existence of a non-technical skill. A behaviour may be used to imply the observed person possesses an NTS. What kind of contextual elements are relevant? List of contextual elements which are likely to be helpful. What kind of observation supports are helpful or required- maybe the BOOM form. Presentation of part A and B of the BOOM FORM.

    5. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 5 Discussion What is an observable NTS ? Message for the trainer: The objective here is to trigger a discussion and to help the BOOMERS begin to think of what non-technical skills are in comparison to technical skills. Care must be exercised here to avoid confusion between the terms observable behaviour, NTS and TS. Check back with the BOOMERS that these things are understood.. If the group is having difficulties in building a clear idea of what NTSs are, which is perfectly normal, you can speak about the following. For example: A technical skill is generally something that the controller has been trained to do through his professional training. An NTS is something that is less specifically tied to this professional technical training. However, the boundaries can be blurred and there is no perfect distinction between a technical skill and NTS. Debriefing We can debrief by saying that among the most groups, there is often no consensus about the notion of NTS- however, next slide Message for the trainer: The objective here is to trigger a discussion and to help the BOOMERS begin to think of what non-technical skills are in comparison to technical skills. Care must be exercised here to avoid confusion between the terms observable behaviour, NTS and TS. Check back with the BOOMERS that these things are understood.. If the group is having difficulties in building a clear idea of what NTSs are, which is perfectly normal, you can speak about the following. For example: A technical skill is generally something that the controller has been trained to do through his professional training. An NTS is something that is less specifically tied to this professional technical training. However, the boundaries can be blurred and there is no perfect distinction between a technical skill and NTS. Debriefing We can debrief by saying that among the most groups, there is often no consensus about the notion of NTS- however, next slide

    6. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 6 Behaviour Components of an NTS Make the point that generally an NTS can have the above three components in varying amounts but to observe an NTS you must observe some behaviour that demonstrates the existence of the NTS. The NTS has a shaping component which is the environment or context in which the NTS is used. Transition to next slide: We are going to define NTS through the differences between Technical Skills (TS) and NTS and through their specificities.Make the point that generally an NTS can have the above three components in varying amounts but to observe an NTS you must observe some behaviour that demonstrates the existence of the NTS. The NTS has a shaping component which is the environment or context in which the NTS is used. Transition to next slide: We are going to define NTS through the differences between Technical Skills (TS) and NTS and through their specificities.

    7. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 7 Specificity of NTS NTSs are related to Social behaviour To take the initiative for an action To have an open mind Ability to accept change, be creative To imagine new solutions Attitudes Acceptance of a permanent learning process Understanding of safety culture Features of NTS More transferable than technical skills Often linked to relationships with others More global (not related to a specific technical domain) NTS are usually related to: Social behaviours: observable through the management of relationship with colleagues e.g. To take the initiative for an action e.g. To have an open mind Ability to accept change and be creative solutions e.g. To imagine new solutions Attitudes e.g. Acceptance of a permanent learning process or that safety culture is important One of the features of NTSs is that they are more transferable than TSs. That is to say that the same behaviour linked to an NTS may be observed in different activities. NTS are more general and not related to a specific technical domain of activities. Transition to next slide: these characteristics allow us to state a definition of NTSs for the purposes of BOOM.NTS are usually related to: Social behaviours: observable through the management of relationship with colleagues e.g. To take the initiative for an action e.g. To have an open mind Ability to accept change and be creative solutions e.g. To imagine new solutions Attitudes e.g. Acceptance of a permanent learning process or that safety culture is important One of the features of NTSs is that they are more transferable than TSs. That is to say that the same behaviour linked to an NTS may be observed in different activities. NTS are more general and not related to a specific technical domain of activities. Transition to next slide: these characteristics allow us to state a definition of NTSs for the purposes of BOOM.

    8. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 8 Defining NTSs within BOOM NTSs are general skills used alongside technical skills NTSs should not be confused with a character trait NTSs are dynamic according to: the experience, the context/environment, the knowledge NTSs can be learnt NTS and TSs are complementary. NTS should not be mixed up with character trait. While identifying the NTS of the BOOMEE, you are not building a psychological profile. You will merely try to define the behaviour exhibited during the session. We are interested here in behaviours which are relevant/useful to the working context-those which contribute to doing the job effectively NTS keep developing according to: experience, environment and knowledge. This means that NTSs can be learned and this is the reason why BOOM is considered a training method. Transition to next slide: Now lets try to think about the observation of behaviour a little more.NTS and TSs are complementary. NTS should not be mixed up with character trait. While identifying the NTS of the BOOMEE, you are not building a psychological profile. You will merely try to define the behaviour exhibited during the session. We are interested here in behaviours which are relevant/useful to the working context-those which contribute to doing the job effectively NTS keep developing according to: experience, environment and knowledge. This means that NTSs can be learned and this is the reason why BOOM is considered a training method. Transition to next slide: Now lets try to think about the observation of behaviour a little more.

    9. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 9 Behaviour and NTSs Summary An observable behaviour is something that you can see someone doing. A non-technical skill is generic ability, attitude or knowledge that a person has and which they may use to perform a behaviour or mental processing of information (thinking). Remark: A mental process is not an observable behaviour in itself. To be very clear; An observable behaviour is something that you can see someone doing. A non-technical skill is generic ability, attitude or knowledge that a person has which they use to perform a behaviour or mental processing of information (thinking). They are less specific than technical skills. A mental process is not an observable behaviour in itself but may show itself in the actions of the person. From such actions and the context in which they are performed, the presence of a non-technical skill can be implied. From actions, the presence of a non-technical skill can be implied. To be very clear; An observable behaviour is something that you can see someone doing. A non-technical skill is generic ability, attitude or knowledge that a person has which they use to perform a behaviour or mental processing of information (thinking). They are less specific than technical skills. A mental process is not an observable behaviour in itself but may show itself in the actions of the person. From such actions and the context in which they are performed, the presence of a non-technical skill can be implied. From actions, the presence of a non-technical skill can be implied.

    10. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 10 Behaviour and NTS Summary From actions / behaviours and context the presence or the absence a non-technical skill can be implied. From the observed actions (behaviours), the presence of a non-technical skill can be implied. Make sure that this is understood. From the observed actions (behaviours), the presence of a non-technical skill can be implied. Make sure that this is understood.

    11. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 11 Lets make a list of observable NTSs that controllers use Message for the trainer: 1. Read the following to the trainees using the next slide a prompt. Using the list of NTS previously produced lets examine which elements of these skills are observable in behavioural terms (we can call these observable NTS) To make this list of observable NTS, we propose that you work in small groups of two or three for example. You have hour to think about it and then we will collect your results. 2. Note the list of each group on the Flip chart. 3. Display the table on next slide. We can use this table to help us determine what the observable aspects of the NTS are.Message for the trainer: 1. Read the following to the trainees using the next slide a prompt. Using the list of NTS previously produced lets examine which elements of these skills are observable in behavioural terms (we can call these observable NTS) To make this list of observable NTS, we propose that you work in small groups of two or three for example. You have hour to think about it and then we will collect your results. 2. Note the list of each group on the Flip chart. 3. Display the table on next slide. We can use this table to help us determine what the observable aspects of the NTS are.

    12. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 12 Message for the trainer: Ask the trainees to classify their observable NTS in the columns according to the way they formulate their observable NTS (observed behaviour = I saw~~~; interpretation = I think~~~; generalisation = generally the observed person~~~). Debriefing These 3 categories can be used to note down what you have observed. From the scientific point of view it is far better to have only the I saw/heard category to describe accurately what people are doing. However, being human we find it hard to be entirely objective and in interpreting behaviours we use our own terms of reference. Because of this it is possible to reach several interpretations for a given observable behaviour, particularly if the context and the controllers goals are misunderstood or unknown. The BOOM method forces us to record our interpretations and impressions of behaviour as well as the behaviours observed. This makes the observation process more rigorous as our own biases and interpretations are on record. These subjective records may then be clarified with the BOOMEE during the debriefing. In order to have other examples, we have provided an Observable NTS Reference List made by the BOOM working group project. Message for the trainer: Hand out the Observable NTS Reference List and read some examples with the group. State that the table should be completed using their own examples in the future in order to built a reference with all the main observable behaviour and their possible interpretations Transition to next slide: To understand what an observable NTS is, we propose that you review some of the important principles which we have to keep in mind when we observe NTS. Message for the trainer: Ask the trainees to classify their observable NTS in the columns according to the way they formulate their observable NTS (observed behaviour = I saw~~~; interpretation = I think~~~; generalisation = generally the observed person~~~). Debriefing These 3 categories can be used to note down what you have observed. From the scientific point of view it is far better to have only the I saw/heard category to describe accurately what people are doing. However, being human we find it hard to be entirely objective and in interpreting behaviours we use our own terms of reference. Because of this it is possible to reach several interpretations for a given observable behaviour, particularly if the context and the controllers goals are misunderstood or unknown. The BOOM method forces us to record our interpretations and impressions of behaviour as well as the behaviours observed. This makes the observation process more rigorous as our own biases and interpretations are on record. These subjective records may then be clarified with the BOOMEE during the debriefing. In order to have other examples, we have provided an Observable NTS Reference List made by the BOOM working group project. Message for the trainer: Hand out the Observable NTS Reference List and read some examples with the group. State that the table should be completed using their own examples in the future in order to built a reference with all the main observable behaviour and their possible interpretations Transition to next slide: To understand what an observable NTS is, we propose that you review some of the important principles which we have to keep in mind when we observe NTS.

    13. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 13 NTS are often not directly observable Basic principles in NTS observation 1) An NTS is not always directly observable NTS is inferred from non-technical behaviours. We imply (assume ?) that the NTS exists because we observe behaviours. NTS may refer to mental abilities which are difficult to observe. So, we have to find observable indicators or signs in order to identify a NTS. 2) An NTS can be expressed in the execution of technical behaviours So, we can use technical events in order to speak about non-technical Skills. Even if it is difficult to divide TS and NTS in observation, we have to try to focus on the underlying reason for the observed behaviour as this may illustrate an NTS or lack of it. Example: If you observe a BOOMEE who does not use the formal phraseology (laid down in the operational procedure) then this may be linked to a technical problem (she/he does not know the phraseology or she/he does not know the aeronautical English) or it can be related to a non-technical aspect: she/he is tired, she/he is stressed, she/he is too laid-back 3)An NTS may remain hidden without an action Often we may imply the existence of an NTS following observation of behaviour during a simulation or in the real traffic situation. Debriefing is used to confirm the presence of an NTS following an observation of a behaviour in a particular context. 4) NTS are dynamic and contect dependent: NTS mainfest themselves differently according to the context and to the physical and psychological conditions of the worker. So, it is important to note the context (level of workload, room atmosphere,) It is important to know if it is a temporary behaviour or a repetitive one. Obviously, the behavioural signs can be the same but the interpretation/meaning is different according to the context. Example: if you observe signs of stress, you may have to determine if it is related to a specific difficult traffic sequence or if it is like this every time. Example: In a co-operation situation, speaking with an assertive pitch can be (a) the sign of a reassuring attitude or (a) the sign of a rigid attitude; it depends on the context. Transition to next slide: Clearly the observation of NTS can be difficult. The BOOM FORM helps to support this process.1) An NTS is not always directly observable NTS is inferred from non-technical behaviours. We imply (assume ?) that the NTS exists because we observe behaviours. NTS may refer to mental abilities which are difficult to observe. So, we have to find observable indicators or signs in order to identify a NTS. 2) An NTS can be expressed in the execution of technical behaviours So, we can use technical events in order to speak about non-technical Skills. Even if it is difficult to divide TS and NTS in observation, we have to try to focus on the underlying reason for the observed behaviour as this may illustrate an NTS or lack of it. Example: If you observe a BOOMEE who does not use the formal phraseology (laid down in the operational procedure) then this may be linked to a technical problem (she/he does not know the phraseology or she/he does not know the aeronautical English) or it can be related to a non-technical aspect: she/he is tired, she/he is stressed, she/he is too laid-back 3)An NTS may remain hidden without an action Often we may imply the existence of an NTS following observation of behaviour during a simulation or in the real traffic situation. Debriefing is used to confirm the presence of an NTS following an observation of a behaviour in a particular context. 4) NTS are dynamic and contect dependent: NTS mainfest themselves differently according to the context and to the physical and psychological conditions of the worker. So, it is important to note the context (level of workload, room atmosphere,) It is important to know if it is a temporary behaviour or a repetitive one. Obviously, the behavioural signs can be the same but the interpretation/meaning is different according to the context. Example: if you observe signs of stress, you may have to determine if it is related to a specific difficult traffic sequence or if it is like this every time. Example: In a co-operation situation, speaking with an assertive pitch can be (a) the sign of a reassuring attitude or (a) the sign of a rigid attitude; it depends on the context. Transition to next slide: Clearly the observation of NTS can be difficult. The BOOM FORM helps to support this process.

    14. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 14 BOOM FORM : parts A & B Part A: General information on the session Time of occurrence of the behaviour Part B Identified behaviour Contextual conditions (A/C involved,) Related TRM domain/s Remark: Generally one observation item (behaviour, event, action, impression) per sheet Hand out the BOOM FORM to the trainees Part A allows the recording of information on the date, position being observed and sector information. Part B contains very simple open spaces to note during the observation session several data: the identified behaviours observed, the contextual conditions under which the behaviour was performed ,and the TRM domains to which these relate. The observer may wish to make an initial interpretation of what they think the behaviour represents. This should be recorded but should not be entered as a permanent record on the BOOM form at this time. Transition to next slide: Let us be precise about the observation conditions required by BOOM and the instructions the BOOMER will have to follow in order to manage the observation session.Hand out the BOOM FORM to the trainees Part A allows the recording of information on the date, position being observed and sector information. Part B contains very simple open spaces to note during the observation session several data: the identified behaviours observed, the contextual conditions under which the behaviour was performed ,and the TRM domains to which these relate. The observer may wish to make an initial interpretation of what they think the behaviour represents. This should be recorded but should not be entered as a permanent record on the BOOM form at this time. Transition to next slide: Let us be precise about the observation conditions required by BOOM and the instructions the BOOMER will have to follow in order to manage the observation session.

    15. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 15 Observation conditions BOOMEE briefing about the nature of the exercise Observation agreement with the BOOMEE Focussing observation on one/ two pre-selected TRM domain(s) No interference during the observation Average observation duration: h to 1h Brief the BOOMEE (observed person) Explain the following: they will be observed in their normal work situation for a period of X, during which N observers will watch and make notes on behaviours related to NTS. The purpose is to identify good practices, as well as practices that might be improved. Agreement Because observing people at work is not trivial and can be threatening for the BOOMEE, you should agree with the BOOMEE on the process and objectives of the method. You have to obtain the agreement and the commitment of the BOOMEE and emphasise to him/her the blame free philosophy. Take time to explain and emphasise that this is not an assessment but a training session. Explain how records will be kept and who will have access to them. Observation process The method is designed to be a one-to-one observation process. (Though variations to this are possible). We suggest you focus on one individual at a time, even if the team aspects are important to understand. Team aspects can be recorded as contextual conditions. It may be acceptable to have two BOOMERS for one BOOMEE, in order to enrich the results. The average observation duration could take from half an hour to one hour: enough to see something interesting butnot too much to avoid fatigue. Do not forget that you need time to do the other BOOM steps. Focussing the observation We suggest that you focus on one or two pre-selected TRM domains. You should not interfere/ interrupt during the observation period. Duration The duration of the session will depend on your organisational constraints. However, the recommended duration is at least 1/2 hour and a maximum of 1 hour to avoid attention fatigue and to keep time for the rest of the method. Transition to next slide: a specific condition is the use of video during the BOOM sessionBrief the BOOMEE (observed person) Explain the following: they will be observed in their normal work situation for a period of X, during which N observers will watch and make notes on behaviours related to NTS. The purpose is to identify good practices, as well as practices that might be improved. Agreement Because observing people at work is not trivial and can be threatening for the BOOMEE, you should agree with the BOOMEE on the process and objectives of the method. You have to obtain the agreement and the commitment of the BOOMEE and emphasise to him/her the blame free philosophy. Take time to explain and emphasise that this is not an assessment but a training session. Explain how records will be kept and who will have access to them. Observation process The method is designed to be a one-to-one observation process. (Though variations to this are possible). We suggest you focus on one individual at a time, even if the team aspects are important to understand. Team aspects can be recorded as contextual conditions. It may be acceptable to have two BOOMERS for one BOOMEE, in order to enrich the results. The average observation duration could take from half an hour to one hour: enough to see something interesting butnot too much to avoid fatigue. Do not forget that you need time to do the other BOOM steps. Focussing the observation We suggest that you focus on one or two pre-selected TRM domains. You should not interfere/ interrupt during the observation period. Duration The duration of the session will depend on your organisational constraints. However, the recommended duration is at least 1/2 hour and a maximum of 1 hour to avoid attention fatigue and to keep time for the rest of the method. Transition to next slide: a specific condition is the use of video during the BOOM session

    16. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 16 Observation instructions 1/2 To maintain a good instructional process, you are asked to; brief the BOOMEE as mentioned in the previous slide remain vigilant throughout the observation session manage fatigue and stress remain open-minded maintain your own situation awareness to be able to follow the task progression A thorough briefing is one of the crucial aspect of a learning process. As a BOOMER you should try to remain vigilant and alert to the traffic situation as well as the BOOMEE's performance. Be aware of your own limitations in terms of attention and alertness, setting the length of time for an observation session appropriately. The BOOMER should manage his own fatigue and stress throughout the BOOM session and particularly during the observation step. Good preparation of a BOOM session can prevent stress and fatigue. The BOOMER should never become frustrated or angry with the BOOMEE, as this is a clear detriment to learning. Your attitude should be objective, tolerant and empathic. The BOOMER should monitor the traffic situation to maintain situation awareness. Where safety is compromised or any individual is showing undue signs of discomfort or distress then the session should be terminated. Transition to next slide: How do you select what you are going to note down in the BOOM FORM?A thorough briefing is one of the crucial aspect of a learning process. As a BOOMER you should try to remain vigilant and alert to the traffic situation as well as the BOOMEE's performance. Be aware of your own limitations in terms of attention and alertness, setting the length of time for an observation session appropriately. The BOOMER should manage his own fatigue and stress throughout the BOOM session and particularly during the observation step. Good preparation of a BOOM session can prevent stress and fatigue. The BOOMER should never become frustrated or angry with the BOOMEE, as this is a clear detriment to learning. Your attitude should be objective, tolerant and empathic. The BOOMER should monitor the traffic situation to maintain situation awareness. Where safety is compromised or any individual is showing undue signs of discomfort or distress then the session should be terminated. Transition to next slide: How do you select what you are going to note down in the BOOM FORM?

    17. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 17 Observation instructions 2/2 As the observer, you are asked to note down every notable behaviour, for example when; the behaviour seems unusual for the context the behaviour is obviously not adapted to the situation or particularly adapted the behaviour is strange or not easily understood, you have another way in mind to act in the same situation be particularly attentive to the behaviours of the observed controller that may have direct influences over safety As observer, you are asked to record every behaviour on paper (event, action, suggested attitude) that you consider notable. In this sense record the behaviours that relate to the NTS aspects of controlling when; the behaviour (event, action, attitude) is obviously not adapted to the situation, the behaviour (event, action, attitude) is particularly adapted to the situation, the behaviour (event, action, attitude) is strange, not understandable and you have another way in mind to act in the observed situation. You should be attentive to the behaviours of the observed controller that may have direct influences over safety because controllers are not always aware of these. For example, a Planning Controller who habitually makes background comments, which are at times loud and which may mask the radio transmissions of the executive controller is seemingly unaware that his comments are causing a problem. Clearly this represents a very sensitive area and the BOOMEES (observed persons) may not agree with you on the appropriateness or otherwise of their behaviour. Be sensitive in the things you record and how feedback is given. Transition to next slide: BOOM includes the observation of the contextual conditions. Contextual cues are likely to help to understand the reason why the controller (BOOMEE) behaves as observed.As observer, you are asked to record every behaviour on paper (event, action, suggested attitude) that you consider notable. In this sense record the behaviours that relate to the NTS aspects of controlling when; the behaviour (event, action, attitude) is obviously not adapted to the situation, the behaviour (event, action, attitude) is particularly adapted to the situation, the behaviour (event, action, attitude) is strange, not understandable and you have another way in mind to act in the observed situation. You should be attentive to the behaviours of the observed controller that may have direct influences over safety because controllers are not always aware of these. For example, a Planning Controller who habitually makes background comments, which are at times loud and which may mask the radio transmissions of the executive controller is seemingly unaware that his comments are causing a problem. Clearly this represents a very sensitive area and the BOOMEES (observed persons) may not agree with you on the appropriateness or otherwise of their behaviour. Be sensitive in the things you record and how feedback is given. Transition to next slide: BOOM includes the observation of the contextual conditions. Contextual cues are likely to help to understand the reason why the controller (BOOMEE) behaves as observed.

    18. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 18 Contextual elements Aircraft controller was concerned with (code, position) Weather conditions (clouds, wind) Team atmosphere Controller health status Workload (high, medium, post peak hours) ... Noting down some contextual elements can be useful to explain the meaning of an observed behaviour. Here are some elements which can be helpful when interpreting the behaviour: Aircraft controller was concerned with (code, position) Weather conditions (clouds, wind) Team atmosphere Controller health status Workload (high, medium, peak traffic ... The choice to note one or more contextual conditions depends on your understanding of the situation. Contextual elements help one re-build the situation when you have to interpret or discuss the observed behaviour with the BOOMEE. Context is often useful to identify the aircraft the controller is managing. This can help the BOOMEE remember the situation during the debriefing. Transition to next slide: Without the context, you will not be able to classify your observed behaviour in a specific domain. Noting down some contextual elements can be useful to explain the meaning of an observed behaviour. Here are some elements which can be helpful when interpreting the behaviour: Aircraft controller was concerned with (code, position) Weather conditions (clouds, wind) Team atmosphere Controller health status Workload (high, medium, peak traffic ... The choice to note one or more contextual conditions depends on your understanding of the situation. Contextual elements help one re-build the situation when you have to interpret or discuss the observed behaviour with the BOOMEE. Context is often useful to identify the aircraft the controller is managing. This can help the BOOMEE remember the situation during the debriefing. Transition to next slide: Without the context, you will not be able to classify your observed behaviour in a specific domain.

    19. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 19 Where are NTS used in ATC ? Communication A repertoire of good NTS are fundamental to good TRM Communication Team Work/Roles Decision making Resources and stress management Situational awareness In addition, NTS have also impacted on: Error management Attitude concerning procedures Consequently, good TRM experience and background as a facilitator is necessary to properly manage a BOOM session. Transition to next slide: now, lets return to our introduction example.A repertoire of good NTS are fundamental to good TRM Communication Team Work/Roles Decision making Resources and stress management Situational awareness In addition, NTS have also impacted on: Error management Attitude concerning procedures Consequently, good TRM experience and background as a facilitator is necessary to properly manage a BOOM session. Transition to next slide: now, lets return to our introduction example.

    20. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 20 Remember our introductory example of the executive controller (BOOMEE) who was observed putting his headset on. I (as a BOOMER) observe the controller putting the headset on (before that he was working with the microphone for a while). Then, to help me understand the reason for this action, I note down some contextual element: noiseless room and crossing of 3 aircraft. We will see the follow-up of this story at the end of the next step (Debriefing Preparation Training). Remark You are likely to generate some interpretation of the behaviour. For example, the controller is stressed by the crossing of traffic and, even if the room is quiet, he prefers to put the headset on to concentrate on the situation (Resource and Stress Management). This is natural process for us and you may wish to note your interpretation down somewhere but remember this is only a guess at this time. Transition to next slide: Lets see another example.Remember our introductory example of the executive controller (BOOMEE) who was observed putting his headset on. I (as a BOOMER) observe the controller putting the headset on (before that he was working with the microphone for a while). Then, to help me understand the reason for this action, I note down some contextual element: noiseless room and crossing of 3 aircraft. We will see the follow-up of this story at the end of the next step (Debriefing Preparation Training). Remark You are likely to generate some interpretation of the behaviour. For example, the controller is stressed by the crossing of traffic and, even if the room is quiet, he prefers to put the headset on to concentrate on the situation (Resource and Stress Management). This is natural process for us and you may wish to note your interpretation down somewhere but remember this is only a guess at this time. Transition to next slide: Lets see another example.

    21. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 21 In this example the BOOMEE is the planning controller who is observed to make a verbal suggestion to a trainee. I (as a BOOMER) observe the planning controller making suggestions to the trainee. Then, to help me understand the reason for those actions, I note down some contextual elements: on the job training session, 3 persons are working, difficult crossing with an aircraft which is catching up with another. We will follow-up this story at the end of the next step (Debriefing Preparation Training). Here my first interpretation is that the planning controller helps the trainee to understand the situation and tries to work as a team (Teamwork). However, as before, this is only a guess at this time. Transition to next slide: Now lets conclude this Observation Training.In this example the BOOMEE is the planning controller who is observed to make a verbal suggestion to a trainee. I (as a BOOMER) observe the planning controller making suggestions to the trainee. Then, to help me understand the reason for those actions, I note down some contextual elements: on the job training session, 3 persons are working, difficult crossing with an aircraft which is catching up with another. We will follow-up this story at the end of the next step (Debriefing Preparation Training). Here my first interpretation is that the planning controller helps the trainee to understand the situation and tries to work as a team (Teamwork). However, as before, this is only a guess at this time. Transition to next slide: Now lets conclude this Observation Training.

    22. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 22 End of the Observation Training The first step of the method is complete: you know how to perform behavioural observation and arrive at your 1st interpretation of these (Remark: do not be concerned if you do not have large number of observed behaviours, an average of 5 items for 1/2 hour observation is fine) You have to prepare the debriefing to confirm your interpretation or to clarify your observation. The first step of the method is complete: you know how to perform NTS observation. We have asked you to record your first interpretation at this time to be sure this is accurately recorded. Remark: It does not matter if the observed behaviours are few. Go for quality not quantity. Five observations in a half-hour period are fine. The main strength of the BOOM method is the discussion of these behaviours with the BOOMEE. You should make available sufficient time for these discussions. This will be covered later in the training. At this stage, you should be most concerned with the observations being accurate, not the interpretation which is dealt with in the next section Debriefing Preparation Training. Now, you will learn how to prepare the debriefing to confirm your interpretation or to clarify your observation. However before we do this, lets get some practice at recording behaviour. The first step of the method is complete: you know how to perform NTS observation. We have asked you to record your first interpretation at this time to be sure this is accurately recorded. Remark: It does not matter if the observed behaviours are few. Go for quality not quantity. Five observations in a half-hour period are fine. The main strength of the BOOM method is the discussion of these behaviours with the BOOMEE. You should make available sufficient time for these discussions. This will be covered later in the training. At this stage, you should be most concerned with the observations being accurate, not the interpretation which is dealt with in the next section Debriefing Preparation Training. Now, you will learn how to prepare the debriefing to confirm your interpretation or to clarify your observation. However before we do this, lets get some practice at recording behaviour.

    23. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 23 OK, lets practice observing behaviour You will be shown a short section of video, approximately 15 seconds. Your job is to write down a description of the behaviour that you have observed. Choose only one person in the video to observe.

    24. BOOM TRAINING MANUAL - OBSERVATION TRAINING RELEASE 2003 24 Message for the Trainer: Use this slide to outline process of BOOM Use this slide to review the process of BOOM when you feel it is required . It is at the end of all the Power Point presentationsMessage for the Trainer: Use this slide to outline process of BOOM Use this slide to review the process of BOOM when you feel it is required . It is at the end of all the Power Point presentations

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