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Part 3 Crew Resource Management > Progress Test > Flashcards

Progress Test Flashcards

1
Q

What are the 4 conditions for an accident to occur according to the James reason Swiss cheese model?
What type of failures must occur at each stage for an accident to occur?

A

ORGANISATIONAL INFLUENCES: LATENT;
UNSAFE SUPERVISION: LATENT;
PRECONDITIONS FOR UNSAFE ACTS: LATENT;
UNSAFE ACTS: ACTIVE

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2
Q

What is an active failure?

What are examples of active failures?

A

UNSAFE ACTS that have IMMEDIATE negative CONSEQUENCE, usually CAUSED by INDIVIDUAL;
SLIPS, LAPSES, FUMBLES, MISTAKE and PROCEDURAL VIOLATIONS

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3
Q

What is a latent failure?
What effects can they translate to in the workplace? Give examples?
What can they create? Give examples?

A

Consequences lay dormant to be ACTIVATED at a LATER stage, usually CAUSED by the SYSTEM;
Can translate into CONDITIONS within LOCAL workplace such as TIME PRESSURE, UNDERSTAFFING, FATIGUE or INEXPERIENCE;
Can CREATE LONG LASTING HOLES or WEAKNESS in DEFENCES caused by UNTRUSTWORTHY ALARMS/INDICATORS or DESIGN/CONSTRUCTION DEFICIENCIES

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4
Q

What are the 5 M’s in the 5M model?

A 
HUMAN (Pilot);
Machine (Aircraft);
MISSION (Flight);
MANAGEMENT;
MEDIUM (Physical environment)
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5
Q

How do the 5M’s interrelate?

A

The HUMAN operates a MACHINE to complete a MISSION;
The MANAGEMENT tasks this MISSION and is RESPONSIBLE for ensuring the CREW and AIRCRAFT conform to REGULATORY REQUIREMENTS (SOCIETAL) and the AIRCRAFT is capable of ENDURING the demands of the aeronautical MEDIUM (PHYSICAL)

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6
Q

What is error in the aviation environment defined as?

A

An UNINTENTIONAL ACTION or INACTION that leads to DEVIATION from crew or organisational INTENTIONS or EXPECTATIONS

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7
Q

What is a violation?

A

INTENTIONAL ACTIONS or INACTIONS which VIOLATE KNOWN rules, procedures or norms. A CONSCIOUS DECISION, not following SOPs for instance

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8
Q

What are the 3 further developed types of error?

A

SLIPS;
LAPSES;
MISTAKES

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9
Q

How can mistakes, lapses and slips be defined?

What stages can they be classified into?

A

MISTAKES: failures of EXPERTISE or LACK of experience (PLANNING stage)
LAPSES: internal, usually involving FAILURE of MEMORY (STORAGE stage)
SLIPS: EXECUTION INCORRECT, expectation and habit play a part (EXECUTION stage)

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10
Q

What model describes the 3 levels of cognitive control?

What are the 3 levels?

A

Rasmussens SRK model;

SKILL, RULE, and kNOWLEDGE based errors

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11
Q

How can a knowledge based error be described?
How may an individual respond when in this level of performance?
Give an example of this?

A

Situation is NOVEL, decision makers will NOT have any RULES STORED from experiences;
Analytical PROCESSING using CONCEPTUAL information;
PROBLEM SOLVING rather than DECISION MAKING, using problem definition, solution generation, determining which course of action might be successful;
STUDENT PILOT makes error due to LACK of KNOWLEDGE of a situation

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12
Q

How can a rule based error be described?

Give an example of this?

A

A FAMILIAR situation but not extensive experience;
CUES are RECOGNISED meaning certain things/signs;
Signs TRIGGER RULES accumulated FROM PAST experience;
Rules are if-then ASSOCIATION between CUE sets and appropriate ACTIONS;
CO PILOT makes an error resulting from the MISCLASSIFICATION of a situation with an APPLICATION of the WRONG RULE

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13
Q

How can a skill based error be described?

Give an example of this?

A

A FAMILIAR TASK with extreme experience;
React at AUTONOMOUS level;
DO NOT have to INTERPRET cues or THINK of actions;
Performance is governed by PURE STIMULUS RESPONSE;
EXPERIENCED CAPTAIN makes error when his automated sequence of events is interrupted

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14
Q

At what cognitive control stage do slips and lapses occur?

Why might they occur?

A

Typically at the SKILL BASED level;

Simply FORGETTING to carry out a normal or abnormal TASK such as a fuel drain

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15
Q

At what cognitive control stage do mistakes occur?

Why might they occur?

A

CONSCIOUS DECISION making occurring at the RULE and KNOWLEDGE based stages;
NOT IDENTIFYING the SITUATION correctly or NOT KNOWING the correct SOLUTION/RULE to apply

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16
Q

How can violations be categorised?

What cognitive level do they correlate with?

A

ROUTINE: NORMALISED and common (SKILL based);
SITUATIONAL: SHORTCUT at expense of safety (RULE based);
EXCEPTIONAL: UNUSUAL circumstances (KNOWLEDGE based)

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17
Q

What are the 5 main countermeasures implemented to better error management?
What does each aim to achieve?

A

Error PREVENTION: preventing the error altogether (usually requires design based solutions)
Error REDUCTION: minimising the likelihood and magnitude of the error (ergonomics)
Error DETECTION: making errors apparent as fast and as clearly as possible so that it may be detected by the person that committed the error, cued by the environment or detected by another person;
Error RECOVERY: making it easy to rapidly recover the system to a safe state after the error
Error TOLERANCE: making the system as tolerant as possible towards error

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18
Q

What is an example of error prevention?

A

A CLASSIC MANUAL engine start routine introduces POTENTIAL for ENGINE DAMGE through human ERROR through INCORRECT TIMING and CUTTING FUEL flow. The AUTO engine start on FADEC equipped aircraft PREVENTS these ERRORS by precise MONITORING of key engine PARAMETERS, CORRECT TIMING of each step and AUTO SHUT-DOWN if anything ABNORMAL occurs during start

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19
Q

What is an example of error reduction?

A

Applying good ERGONOMICS to the COCKPIT DESIGN such as SHAPING the FLAP, SPOILER, and LANDING GEAR levers to SYMBOLISE their FUNCTIONS to give both VISUAL and TACTILE cues and REDUCE SLIPS involving using the wrong lever

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19
Q

What are so examples of error detection?

A

Performance calculation software can WARN the flight CREW when some INPUT values are OUTSIDE reasonable RANGE;
CROSSCHECKING which facilitated DETECTION by ANOTHER PERSON;
FORCING FUNCTIONS which force crew to DETECT and CORRECT an ERROR before continuing with the task

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20
Q

What is an example of error tolerance?

A

CONSERVATIVE operational MARGINS in performance models ensure that reasonably SMALL ERRORS in aircraft LOADING and WEIGHT and BALANCE calculations DO NOT ENDANGER flight in CRITICAL PHASES

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21
Q

What is an example of error recovery?

A

The UNDO FUNCTION in COMPUTER software

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22
Q

What are the dirty dozen

A 
Complacency;
Distraction;
Fatigue;
Pressure;
Stress;
Norms;
Lack of:
Communication;
Knowledge;
Teamwork;
Resources;
Assertiveness;
Awareness
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23
Q

What are the 2 approaches to investigating errors?

Briefly explain each one?

A

PERSON approach:
BLAME an INDIVIDUAL for the error due to factors such as mental processes including forgetfulness, inattention, poor motivation, carelessness, negligence and recklessness.
SYSTEM approach:
ACCEPTING that errors are MADE and CONTAINED WITHIN a system

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24
Q

What are the types of bias and heuristics?

A

EXPECTATION bias;
CONFIRMATION bias;
AVAILABILITY heuristic

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25
Q

What is expectation bias?
What may this lead a person to do?
What is an example of this?

A

FILLS in BLANKS in COMMUNICATION to understand incomplete messages;
A person may hear what they WANT or EXPECT to hear;
A pilot may be REGULARLY CLEARED to cross a particular runway during operations at a FAMILIAR AERODROME, they may come to EXPECT the CLEARANCE and one day INSTRUCTED NOT to CROSS the runway due to another aircraft LANDING or TAKING OFF then possibly CONTINUE onto the runway

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26
Q

What is confirmation bias?
What may this lead a person to do?
What is an example of this?

A

Creates a HYPOTHETICAL DIAGNOSIS which is difficult to counter;
A person may DISREGARD information that CONTRADICTS their mindset;
KEGWORTH disaster: Fan blade broke in the LEFT ENGINE, disrupting AIRCON and filling cabin with SMOKE, pilots believed the FAULT was in RIGHT ENGINE as earlier models of 737 ventilated from the RIGHT. The pilots shut down the RIGHT and WORKING ENGINE and caused fuel supply to go to LEFT BROKEN ENGINE and cause it to catch FIRE

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28
Q

What is availability heuristic?

What is an example of this?

A

Occurs when WORKLOAD is HIGH and the brain puts more emphasis on the MOST AVAILABLE information RATHER than MOST RELIABLE and RELEVANT;
Eastern Airlines Flight 401, ALL CREW FIXATED on nose gear LIGHT NOT ILLUMINATING, do NOT REALISE they are DESCENDING and don’t hear audio alert, eventually DESCEND into GROUND

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28
Q

What are the key characteristics of low reliability organisations?

A

Search for a INDIVIDUAL to blame and CATEGORISE all events as HUMAN ERROR;
Human error is a JUDGEMENT made in HINDSIGHT;
Failures occurring WITHIN the SYSTEM are not identified

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29
Q

What are the key characteristics of high reliability organisations?

A

RECOGNISE human variability in COMPENSATING and ADAPTING to events is key in SAFEGUARDING an organisation;
EXPECT operators to MAKE ERRORS but train their workforce to RECOGNISE them and RECOVER (MITIGATE);
REHEARSE familiar scenarios of failure and IMAGINE novel ones;
Make SYSTEM REFORMS INSTEAD of LOCAL REPAIRS

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31
Q

What is a normal/human error?

A

INADVERTENT ACTION: inadvertently doing OTHER than what should have been done (SLIP, LAPSE, MISTAKE)

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32
Q

What is at risk behaviour (negligence)?

A

BEHAVIOURAL CHOICE that INCREASES RISK where RISK is NOT RECOGNISED or is mistakenly BELIEVED to be JUSTIFIED

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33
Q

What is high culpability behaviour (recklessness)?

A

BEHAVIOURAL CHOICE to CONSCIOUSLY disregard a SUBSTANTIAL and UNJUSTIFIABLE RISK

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33
Q

What are the components of Reason’s safety culture?

A 
INFORMED culture;
LEARNING culture;
REPORTING culture;
JUST culture;
FLEXIBLE culture
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34
Q

What is the main difference between negligence and recklessness?

A

Negligence: CARELESS, NOT INTENTIONAL HARM;
Recklessness: INTENTIONAL HARM

34
Q

What is the concept behind informed culture?

A

Those who MANAGE and OPERATE the system have current KNOWLEDGE about the HUMAN, TECHNICAL, ORGANISATIONAL and ENVIRONMENTAL factors that determine the SAFETY of the system as a whole

35
Q

What is the concept behind learning culture?

A

An organisation must possess the WILLINGNESS and COMPETENCE to draw the CORRECT CONCLUSIONS from its safety information system and the WILL to IMPLEMENT major REFORMS

36
Q

What is the concept behind reporting culture?

A

An organisational climate in which people are PREPARED to REPORT their ERRORS and NEAR MISSES

38
Q

What is the concept behind just culture?

A

An atmosphere of TRUST in which people are ENCOURAGED (even REWARDED) for providing essential SAFETY RELATED information, but in which they are also CLEAR about where the LINE must be DRAWN between ACCEPTABLE and UNACCEPTABLE behaviour

39
Q

What is the concept behind flexible culture?

A

A culture in which an organisation is able to RECONFIGURE themselves in the face of HIGH TEMPO operations OR certain kinds of DANGER. Often shifting FROM the conventional HIERARCHY mode TO a FLATTER mode

41
Q

What are the 3 categories of just culture?

What are the related responses to each?

A

Human error: CONSOLE
At risk behaviour: COACH
Reckless behaviour: PUNISH

42
Q

What are the main aspects of the threat model?

What is included in each of these aspects?

A

EXTERNAL threats: EXPECTED events and risks, UNEXPECTED events and risks, and EXTERNAL ERRORS;
INTERNAL threats: CREW BASED errors;
CREW actions (CRM behaviours): Threat RECOGNITION and error AVOIDANCE behaviours, and error DETECTIONS and RESPONSE behaviours;
OUTCOMES: A SAFER flight, RECOVERY to a SAFER flight, ADDITIONAL ERROR, and CREW BASED INCIDENT/ACCIDENT

43
Q

In terms of the threat model how is a safer flight outcome achieved?

A

EXPECTED and UNEXPECTED events and risks are COUNTERED through THREAT RECOGNITION and ERROR AVOIDANCE behaviours

44
Q

In terms of the threat model how is recovery to a safer flight outcome achieved?

A

EXTERNAL ERRORS, EXPECTED and UNEXPECTED events and risks lead to CREW BASED ERRORS which are then countered by a good ERROR DETECTION and RESPONSE behaviours or;
EXTERNAL ERRORS are countered by a good ERROR DETECTION and RESPONSE behaviours;
ADDITIONAL ERRORS may occur if the behaviours are poor but if appropriately dealt it may end as RECOVERY to a SAFER flight

45
Q

In terms of the threat model how does a crew based incident/accident outcome occur?

A

EXTERNAL ERRORS, EXPECTED and UNEXPECTED events and risks lead to CREW BASED ERRORS which are then unresolved due to POOR ERROR DETECTION and RESPONSE behaviours or;
EXTERNAL ERRORS are unresolved due to POOR ERROR DETECTION and RESPONSE behaviours;
ADDITIONAL ERRORS may occur when the behaviours are poor and if not appropriately dealt it may end as a CREW BASED INCIDENT/ACCIDENT

46
Q

What are the main aspects of the error model?

What is included in each of these aspects?

A

Error TYPES: INTENTIONAL NONCOMPLIANCE, PROCEDURAL, COMMUNICATION, PROFICIENCY, and OPERATIONAL DECISION;
Error RESPONSES: TRAP, EXACERBATE, and FAIL to RESPOND;
Error OUTCOMES: INCONSEQUENTIAL, ADDITIONAL ERROR, and UNDESIRED AIRCRAFT STATE;
UNDESIRED STATE RESPONSES: MITIGATE, EXACERBATE, and FAIL to RESPOND;
UNDESIRED STATE OUTCOMES: RECOVERY, ADDITIONAL ERROR, and INCIDENT/ACCIDENT

47
Q

What are the levels of situational awareness?

A

PERCEPTION;
COMPREHENSION;
PROJECTION

48
Q

What is perception?

What is an example of it?

A

The ABILITY to NOTICE THINGS;

NOTICING a warning ALERT

49
Q

What is comprehension?

What is an example of it?

A

The ABILITY to UNDERSTAND what has been NOTICED;

Requires a MEMORY ACTION to be carried out

50
Q

What is projection?

What is an example of it?

A

The ABILITY to THINK AHEAD and PREDICT the affect of what has been COMPREHENDED;
UNDERSTANDING the aircraft will be GROUNDED when arriving safely on GROUND

51
Q

What does enquiry mean in terms of situational awareness?

A

A means for INCREASING your OWN SITUATIONAL AWARENESS

52
Q

What does advocacy in terms of situational awareness?

A

A means for INCREASING someone ELSE’S SITUATIONAL AWARENESS

53
Q

What are factors affecting situational awareness?

A 
COMMUNICATION;
System DESIGN;
STRESS and WORKLOAD;
AUTOMATION;
PHYSIOLOGICAL factors;
PRECONCEPTIONS;
ABILITIES/EXPERIENCE/TRAINING
54
Q

What are the categories of threat and error management countermeasures?

A

PLANNING countermeasures;
EXECUTION countermeasures;
REVIEW countermeasures

55
Q

What are the examples of planning countermeasures in terms of TEM?

A 
PRE-FLIGHT;
Thorough PLANNING;
BRIEFINGS (TC-TWO);
BACK UP plans;
IMSAFE;
COMMUNICATION of plan to OTHERS
56
Q

What are the examples of the execution countermeasures in terms of TEM?

A 
MONITORING;
CROSS-CHECKING;
SITUATIONAL AWARENESS IMPROVEMENT;
PRIORITISING TASKS/WORKLOAD MANAGEMENT;
CHECKLIST DISCIPLINE;
SOP ADHERENCE;
DECISION MAKING/KDPS;
AIRCRAFT SAFETY SYSTEMS;
AVIATE NAVIGATE COMMUNICATE
57
Q

What are the examples of the review countermeasures in terms of TEM?

A

EVALUATING and MODIFYING plans to IMPROVE TEM as the flight progresses;
Using effective INQUIRY and ASSERTIVENESS appropriately with YOURSELF and OTHERS;
Performing a SELF-REVIEW on oneself AFTER the FLIGHT;
Asking for HELP/ADVICE from more EXPERIENCED/QUALIFIED crew;
REPORTING

58
Q

What countermeasures must the crew implement at each stage?

A

ANTICIPATION of, and AVOIDANCE of THREATS;
RECOGNITION and PREVENTION of ERRORS;
CORRECTION and RECOVERY from UNDESIRED STATES;
REVIEW countermeasures

59
Q

What are the characteristics of short term/working memory?

A

Where the PROCESSING of INFORMATION occurs;
LIMITED CAPACITY but allows INFORMATION to be HELD TEMPORARILY for PROCESSING;
DURATION is SHORT TERM and lasts about 30 seconds;
RECEIVES input from SENSORY MEMORY;
RETRIEVAL from LONG TERM MEMORY

60
Q

How many items can the short term memory usually store?

What factors affect this?

A

7 +/- 2 ITEMS;

Can REDUCE under conditions of STRESS, FATIGUE, or DISTRACTION

61
Q

How can the capacity of the short term memory be increased?

A 
GROUPING/CHUNKING information;
MNEMONICS (IMSAFE);
ASSOCIATION;
CARDS;
ROTE;
Saying WRITTEN instruction ALOUD;
VISUALISE the WORDS or NUMBERS
62
Q

What are the characteristics of long term memory?

A

Where INFORMATION is FILED for later use;
CAPACITY is practically UNLIMITED;
DURATION is said to be UNLIMITED however there may be DELAYS in RETRIEVING INFORMATION;
Brain will ASSOCIATE NEW DATA that is sensed with what is ALREADY STORED;
NOT ALWAYS ACCURATE

63
Q

How is the long term memory divided?

A 
IMPLICIT MEMORIES (PROCEDURAL): MOTOR SKILL memory;
EXPLICIT MEMORIES (DECLARATIVE): SEMANTIC and EPISODIC memory
64
Q

What are the characteristics of the motor skills memory?

A

Where SKILLS are stored: RIDING BIKE, TYING SHOE LACE etc;
HARD to TEACH;
REPETITION required to EMBED

65
Q

What are the characteristics of the semantic memory?

A

The MEANING memory of the LONG TERM memory;
INFORMATION is stored in WORDS and includes the MEANING and USE of LANGUAGE: PHONE NUMBERS, CHECKLISTS etc;
NEW MATERIAL being learned needs FULL ATTENTION;
LEARNING in SITUATION helps with ENCODING and later RETRIEVAL through VISUALISATION: CHECKLIST in COCKPIT;
If NEW information is UNDERSTOOD it can often be retrieved by LOGIC

66
Q

What are the characteristics of the event/episodic memory?

When is this memory considered in regards to air crash investigations?

A

Where EVENTS and EPISODES in your life are STORED;
Often INACCURATE due to ATTITUDES and PREFERRED OUTCOMES (THINK, SHOULD, WISH);
NON-EXPERT witnesses can provide BETTER information as an EXPERT witness (trained pilot) UNCONSCIOUSLY applies their KNOWLEDGE and EXPECTATIONS as what SHOULD have HAPPENED

67
Q

What are the components of the leadership/followership model?

A 
EXTERNAL ENVIRONMENT;
CLIMATE and STRUCTURE;
ROLES and RESPONSIBILITIES;
KNOWLEDGE, SKILLS and ATTRIBUTES;
COMMUNICATIONS
68
Q

What are the characteristics of the external environment component?

A

REGULATORY environment: The LEGAL STRUCTURE within which the flight OPERATES;
CORPORATE environment: The written POLICIES and PROCEDURES established by COMPANY, may CONFLICT REGULATORY;
MARKET environment: Customer EXPECTATIONS, EXTERNAL service providers and LABOR/MANAGEMENT RELATIONS;
PHYSICAL environment: WEATHER, AIRCRAFT condition, ATC

69
Q

What are the characteristics of the climate and structure component?

A

Using TECHNICAL, COGNITIVE and COMMUNICATION skills to achieve BOTH types of tasks;
STRUCTURING tasks: PLANNING, DELEGATING, COORDINATING, and MONITORING etc;
CLIMATE-SETTING tasks: MOTIVATING, CLARIFYING ROLES, and COACHING etc

70
Q

What are the characteristics of the roles and responsibilities component?

A

LEADER/FOLLOWER roles may be associated with FORMAL or DESIGNATED ROLE defined by HIERARCHICAL position however may CHANGE in ABNORMAL situations where a FOLLOWER must rise to a LEADER position

71
Q

What are the characteristics of the knowledge, skills and attributes component?

A

KNOWLEDGE: The INFORMATION the individual REMEMBERS and/or UNDERSTANDS (FACTS, PROCEDURES, PRINCIPLES etc);
SKILLS: A developed ABILITY, APTITUDE or KNOWLEDGE used effectively and readily in the EXECUTION or PERFORMANCE of TASKS;
ATTRIBUTES: Stable PERSONALITY TRAITS (openness, conscientiousness etc) or VARIABLE DISPOSITIONS (motivation, values, attitudes etc)

72
Q

What are the characteristics of the communication component?

A

OPEN and SUPPORTIVE communication has 5 features:
BEHAVIOUR or EVENT ORIENTED NOT PERSON ORIENTED;
CONGRUENCE between what COMMUNICATOR FEELS and SAYS between verbal and non-verbal MESSAGES;
VALIDATES INDIVIDUALS;
CONJUNCTIVE as each member has the OPPORTUNITY to SPEAK and TOPICS are NOT DISCONNECTED;
OWNED as each member takes RESPONSIBILITY for their STATEMENTS and IDEAS

73
Q

What are the leadership and followership skills?

A 
ENVISIONING;
MODELLING;
INFLUENCE;
RECEPTIVENESS;
INITIATIVE;
ADAPTABILITY
74
Q

What does envisioning mean?

What effects does it have on the operation?

A

CREW member CREATES and ARTICULATES a PICTURE or PLAN to COMPLETE a TASK and ANTICIPATING future PROBLEMS and/or OPPORTUNITIES;
This IDEA must create OPEN COMMUNICATION ENVIRONMENT to VALIDATE it through CRITIQUE and QUESTIONS;
Can ORIGINATE from ANY CREW but usually CAPTAIN and requires EFFECTIVE VERBALISING to others of how to do it;
Every crew member has the SAME GOAL for the operation in mind and WORKS TOGETHER

75
Q

What does modelling mean?

What effects does it have on the operation?

A

Ones personal EXAMPLE demonstrates what is EXPECTED from OTHERS this can be demonstrated on multiple levels: CAPTAIN, FIRST OFFICER, FLIGHT ATTENDANT etc;
Also about GIVING ADIVCE and POSITIVE FEEDBACK when appropriate: First officer struggling to fly approach and is visibly frustrated can be given feedback to calm down, alter his approach and safely land

76
Q

What does influence mean?

What effects does it have on the operation?

A

Allows the OBTAINMENT of COMMITMENT from OTHERS to IDEAS or ACTIONS using effecting interpersonal SKILLS such as TACTFULNESS which involves COURTESY, RESPECT, and RAPPORT;
ASSERTIVENESS may be DIFFICULT but using statements that creates OWNERSHIP RATHER than PROJECTING FAULT such as “I think” or “I would like” makes influencing easier

77
Q

What does receptiveness mean?

What effects does it have on the operation?

A

CREW that ENCOURAGE others to PAY ATTENTION to, and convey UNDERSTAND of another’s IDEAS, COMMENTS, or QUESTIONS specifically seen during BRIEFINGS when the CAPTAIN encourages FEEDBACK;
If there are QUESTIONS the CAPTAIN must also be RECEPTIVE to SOLICITED INPUT;
BODY LANGUAGE includes direct EYE CONTACT and NODDING with understanding

78
Q

What does initiative mean?

What effects does it have on the operation?

A

CREW begin an ACTION without EXTERNAL DIRECTION who also look for more EFFECTIVE ways of COMPLETING TASKS;
If the CAPTAIN creates a VISION in the BRIEFING the FIRST OFFICER knows what is EXPECTED and knows the LIMITS of their BEHAVIOUR which allow for a SAFER flight

79
Q

What does adaptability mean?

What effects does it have on the operation?

A

The ABILITY to ADJUST to CHANGING ENVIRONMENTS, AMBIGUITY, and ABNORMAL SITUATION;
The CREW is more ready to deal with CHANGING weather, TRAFFIC flow, or abnormal PROBLEMS;
CREW can operate well when there is NOT enough TIME, INFORMATION or RESOURCES to accomplish NORMAL ROUTINES

80
Q

What are the 2 extremes of leadership styles?

What are the characteristics of each?

A

AUTOCRATIC: INDIVIDUAL has CONTROL over ALL DECISIONS and little input from group members;
INDIVIDUAL may be OVERLOADED, NOT have ALL INFORMATION, IMPULSIVE, make OTHERS feel INVALID, make QUICK decisions;
DEMOCRATIC: GROUP members take a PARTICIPATIVE ROLE in DECISION making process;
Considers EVERYONE, SHARED RESPONSIBILITY, decisions take LONGER to make OR may NOT BE MADE

81
Q

What are the types of leadership styles?

A 
COERCIVE;
AUTHORITATIVE;
AFFILIATIVE;
DEMOCRATIC;
PACESETTING;
COACHING
82
Q

What is the approach for a leader with a coercive style?

How does it affect the followers?

A

Demands IMMEDIATE COMPLIANCE with orders and accomplishes tasks by BULLYING or sometimes DEMEANING the FOLLOWERS may be EFFECTIVE in a TURNAROUND situation such as a DISASTER;
FOLLOWERS may feel DISRESPECTED and NOT bother suggesting IDEAS, LOSE their sense of INITIATIVE and OWNERSHIP, feel LITTLE ACCOUNTABILITY for their performance, may be RESENTFUL, DIMINISHED CLARITY of the MISSION

83
Q

What is the approach for a leader with an authoritative style?
How does it affect the followers?

A

Heavily ARTICULATE a VISION and MOBILISE people towards that vision, usually WORKS WELL in MOST businesses but may FAIL when FOLLOWERS are MORE EXPERIENCED;
FOLLOWERS UNDERSTAND the IMPORTANCE of WHAT they do and WHY, KNOW HOW their individual TASK fits into the grand VISION, receive FEEDBACK in relation to how it AFFECTS the VISION, get plenty of FLEXIBILITY

84
Q

What is the approach for a leader with an affiliative style?

How does it affect the followers?

A

REVOLVES around PEOPLE where the LEADER VALUES INDIVIDUALS and their EMOTIONS MORE than TASKS and GOALS to create HARMONY, WORKS WELL when improving COMMUNICATION or building TRUST but not always as followers may PERCEIVE a MEDIOCRE performance as ACCEPTABLE;
FOLLOWERS develop strong EMOTIONAL BONDS, SHARE IDEAS, are TRUSTED and get lots of FLEXIBILITY and FREEDOM, receive POSITIVE FEEDBACK

85
Q

What is the approach for a leader with a democratic style?

How does it affect the followers?

A

Lets FOLLOWERS have a SAY in DECISIONS that AFFECT GOALS, however may TAKE TIME, REALISTIC about what CAN and CAN’T be ACCOMPLISHED, WORKS WELL when the leader requires DIRECTION from ABLE FOLLOWERS and keeps IDEAS FRESH but NOT when FOLLOWERS are INCOMPETENT;
FOLLOWERS are RESPECTED and TRUSTED, ENCOURAGED to voice CONCERNS

86
Q

What is the approach for a leader with a pacesetting style?

How does it affect the followers?

A

Sets extremely HIGH PERFORMANCE STANDARDS and EXEMPLIFIES them, OBSESSED with doing things BETTER and FASTER, demands performance from FOLLOWERS and if NOT MET they are REPLACED, may NOT state CLEAR GUIDELINES or give FEEDBACK;
Only WORKS WELL when FOLLOWERS are HIGHLY COMPETENT, SELF-MOTIVATED and need LITTLE DIRECTION;
FOLLOWERS may be OVERWHELMED, have DECREASED MORALE, feel UNTRUSTED, unable to take INITIATIVE, no FLEXIBILITY or RESPONSIBILITY

87
Q

What is the approach for a leader with a coaching style?

How does it affect the followers?

A

Acts more like a COUNSELLOR than a BOSS, HELP FOLLOWERS identify their UNIQUE STRENGTHS and WEAKNESSES and tie them to career ASPIRATIONS, ENCOURAGE LONG TERM DEVELOPMENT, make AGREEMENTS and put up with SHORT term FAILURE if it furthers LONG term LEARNING;
WORKS WELL EXCEPT when FOLLOWERS are RESISTANT to LEARNING or CHANGING their ways;
FOLLOWERS feel free to EXPERIMENT, knows they will receive QUICK and CONSTRUCTIVE FEEDBACK

Part 3 Crew Resource Management (7 decks)

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