BOOM Behaviour Oriented Observation Method

1. BOOM Behaviour Oriented Observation Method DEBRIEFING PREPARATION TRAINING Refer to where they are in their training. Recap what has been done.Refer to where they are in their training. Recap what has been done.

2. BOOM TRAINING MANUAL - DEBRIEFING PREPARATION TRAINING RELEASE 2003 2 Debriefing Preparation Training Debriefing preparation principles BOOM FORM: Part C Questioning

3. BOOM TRAINING MANUAL - DEBRIEFING PREPARATION TRAINING RELEASE 2003 3 Debriefing preparation principles While observing the BOOMEE, the BOOMER is likely to have made some subjective interpretations (first impressions) to explain the observed behaviours. Some of these interpretations may be biased and inaccurate. The purpose of the debriefing is to clarify what was going on. First it is necessary for the BOOMER to Precisely define and be clear about their interpretation of their initial observations of the BOOMEE behaviour Identify and write down (using non critical/judgmental language) questions to ask the BOOMEE (These questions should be open and the BOOMER must be careful not to let their potentially biased interpretations influence the outcome) Make a copy and give these to the BOOMEE Once the preparation is done, the questions will help you with your debriefing. During or just after the observation, you (the BOOMER) are likely to have made some preliminary interpretations to explain the BOOMEE�s behaviours. You may have related these to underlying non-technical skill and related TRM domains. Remind the BOOMER that these are only preliminary interpretations, it is important to be aware of these because they can influence the way we ask questions. Prior to debriefing the BOOMEE, the BOOMER should privately and precisely define their interpretation of the behaviours, this helps them become aware of their own biases in judgement. The BOOMER should write down a list of questions to ask the BOOMEE, regarding the reasons for their behaviours. These should be open ended questions, which that do not merely require a yes or no answer. GOOD debriefing preparation will provide you with a guide (frame) to manage the debriefing process. Transition to next slide: let��s see how to complete the BOOM FORM at this stage of the method.During or just after the observation, you (the BOOMER) are likely to have made some preliminary interpretations to explain the BOOMEE�s behaviours. You may have related these to underlying non-technical skill and related TRM domains. Remind the BOOMER that these are only preliminary interpretations, it is important to be aware of these because they can influence the way we ask questions. Prior to debriefing the BOOMEE, the BOOMER should privately and precisely define their interpretation of the behaviours, this helps them become aware of their own biases in judgement. The BOOMER should write down a list of questions to ask the BOOMEE, regarding the reasons for their behaviours. These should be open ended questions, which that do not merely require a yes or no answer. GOOD debriefing preparation will provide you with a guide (frame) to manage the debriefing process. Transition to next slide: let��s see how to complete the BOOM FORM at this stage of the method.

4. BOOM TRAINING MANUAL - DEBRIEFING PREPARATION TRAINING RELEASE 2003 4 BOOM FORM: parts C1, C2, C3 C1: write down your preliminary interpretation of the behaviour List the question(s) to ask: C2: in order to clarify the reasons for the controller�s observed behaviour C3: in order to know her/his risk awareness Review the sections C1 to C3 of the BOOM FORM. Transition to next slide: now, we propose some suggestions to write objective and effective questions, avoiding any risk of alienating the BOOMEE.Review the sections C1 to C3 of the BOOM FORM. Transition to next slide: now, we propose some suggestions to write objective and effective questions, avoiding any risk of alienating the BOOMEE.

5. BOOM TRAINING MANUAL - DEBRIEFING PREPARATION TRAINING RELEASE 2003 5 Formulation of questions Objectives are: to clarify what was happening during the observed behaviour, from the BOOMER and BOOMEE perspective Identify awareness of potential risks or negative impacts on team performance associated with the observed behaviour The objectives of the questions listed here are to clarify what was happening during the observed behaviour, from the BOOMER and BOOMEE perspective and to identify awareness of potential risks or negative impacts on team performance associated with the observed behaviour From these questions you (the BOOMER) will be able to examine your interpretation and identify with the controller possible improvements in their behaviour. At the end the BOOMEE should have increased their awareness of NTS. Questions should focus on the contextual conditions of the situation and on the progression of the controller�s thoughts and actions as the situation evolved . To make the BOOMEE comfortable you should avoid using the word �Why� wherever possible, because it can imply a judgement. Transition to next slide: let�s see some examplesThe objectives of the questions listed here are to clarify what was happening during the observed behaviour, from the BOOMER and BOOMEE perspective and to identify awareness of potential risks or negative impacts on team performance associated with the observed behaviour From these questions you (the BOOMER) will be able to examine your interpretation and identify with the controller possible improvements in their behaviour. At the end the BOOMEE should have increased their awareness of NTS. Questions should focus on the contextual conditions of the situation and on the progression of the controller�s thoughts and actions as the situation evolved . To make the BOOMEE comfortable you should avoid using the word �Why� wherever possible, because it can imply a judgement. Transition to next slide: let�s see some examples

6. BOOM TRAINING MANUAL - DEBRIEFING PREPARATION TRAINING RELEASE 2003 6 Examples questions for debrief Open questions How did you decide to do this? What were the objectives of this action or behaviour? What reasons motivated you to do this? What was going on here? What were the contextual features on the situation? Awareness of risks/ negative impacts associated with behaviour Were there any risks associated with this behaviour, action, �? What risk was avoided or potentially created by the identified behaviour? All these examples are mentioned in the BOOMER MANUAL. Get the group to identify new ones. Examples of questions to establish the reason for a behaviour: What were the objectives of this action or behaviour? What were the reasons that motivated you to do this? What was going on here? Examples of questions about the progress of the behaviour over time, the antecedents and the history When did you begin to think about this? When did you expect results? When did you realise it was a useful/useless behaviour? Examples of questions with a descriptive questioning technique: �What?�, �What is it?�, and �How?� How did you do this? Can you explain what was happening here? What did you have in mind? What made you see that? Example of question to verify her/his risk awareness: According to you, where are the risks with this action, behaviour? In what conditions or context can this behaviour become risky in relation to safety? Does the behaviour generate a risk? Could you please specify the context of the observed behaviour? All these examples are mentioned in the BOOMER MANUAL. Get the group to identify new ones. Examples of questions to establish the reason for a behaviour: What were the objectives of this action or behaviour? What were the reasons that motivated you to do this? What was going on here? Examples of questions about the progress of the behaviour over time, the antecedents and the history When did you begin to think about this? When did you expect results? When did you realise it was a useful/useless behaviour? Examples of questions with a descriptive questioning technique: �What?�, �What is it?�, and �How?� How did you do this? Can you explain what was happening here? What did you have in mind? What made you see that? Example of question to verify her/his risk awareness: According to you, where are the risks with this action, behaviour? In what conditions or context can this behaviour become risky in relation to safety? Does the behaviour generate a risk? Could you please specify the context of the observed behaviour?

7. BOOM TRAINING MANUAL - DEBRIEFING PREPARATION TRAINING RELEASE 2003 7 Continuation of Example 1 Recalling Example 1: The BOOMEE is the executive controller. 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 to understand the reason for this action, I note down some contextual elements: crossing of 3 aircraft, noiseless room. My first interpretation is that 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. In C1, I record my first interpretation: the crossing was difficult and the controller wanted to concentrate on the traffic. So in order to concentrate better (managing his own resources), he put the headset on. Now I have to find questions to check if my interpretation is right. C2. Ask questions to determine the BOOMEE�s version of what was happening. C3. Ask questions to know what kind of risks has been managed. We will listen to the BOOMEE�s answer at the end of the next step (the DEBRIEFING Training). Recalling Example 1: The BOOMEE is the executive controller. 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 to understand the reason for this action, I note down some contextual elements: crossing of 3 aircraft, noiseless room. My first interpretation is that 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. In C1, I record my first interpretation: the crossing was difficult and the controller wanted to concentrate on the traffic. So in order to concentrate better (managing his own resources), he put the headset on. Now I have to find questions to check if my interpretation is right. C2. Ask questions to determine the BOOMEE�s version of what was happening. C3. Ask questions to know what kind of risks has been managed. We will listen to the BOOMEE�s answer at the end of the next step (the DEBRIEFING Training).

8. BOOM TRAINING MANUAL - DEBRIEFING PREPARATION TRAINING RELEASE 2003 8 Recalling Example 2: The BOOMEE is the planning controller. I (as a BOOMER) saw 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, Crossing with an aircraft which is catching up with another. My first interpretation is that the planning controller helps the trainee to understand the situation, and tries to work as a team. In C1, I record my first interpretation: the planning controller wanted the trainee to be comfortable. Now I have to find questions to check if my interpretation is right. C2. Ask questions to determine the BOOMEE�s version of what was happening. C3. Ask questions to know what kind of risks have been managed. We will listen to the BOOMEE�s answers at the end of the next step (the Debriefing Training).Recalling Example 2: The BOOMEE is the planning controller. I (as a BOOMER) saw 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, Crossing with an aircraft which is catching up with another. My first interpretation is that the planning controller helps the trainee to understand the situation, and tries to work as a team. In C1, I record my first interpretation: the planning controller wanted the trainee to be comfortable. Now I have to find questions to check if my interpretation is right. C2. Ask questions to determine the BOOMEE�s version of what was happening. C3. Ask questions to know what kind of risks have been managed. We will listen to the BOOMEE�s answers at the end of the next step (the Debriefing Training).

9. BOOM TRAINING MANUAL - DEBRIEFING PREPARATION TRAINING RELEASE 2003 9 End of Preparation Debriefing Training The second step of the method is done: you are able to build a debriefing guide thanks to the BOOM FORM Questions are identified to clarify the observations made and to determine the NTSs that may be behind the behaviour The observer (BOOMER) must now discuss these behaviours with the observed controller (BOOMEE)

10. BOOM TRAINING MANUAL - DEBRIEFING PREPARATION TRAINING RELEASE 2003 10 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