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• Title:Training and assessing non-technical skills : a practical guide / by Matthew J.W. Thomas.
  
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• Author/Creator:Thomas, Matthew, 1974- author.
  
• Published/Created:Boca Raton, FL : CRC Press, Taylor & Francis Group, [2018]
  

• Holdings

  Holdings Record Display

  • Location:DAVID LAM LIBRARY stacksWhere is this?
    
  • Call Number: HF5549.5.T7 T4622 2018
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Employees--Training of.
  Ability--Testing.
  
• Medical Subjects: Inservice Training
  Aptitude Tests
  
• Description:xix, 260 pages ; 24 cm
  
• Notes:Includes bibliographical references and index.
  
• ISBN:9781409436331 paperback ; alkaline paper
  1409436330 paperback ; alkaline paper
  9781315550336 electronic book
  
• Contents:Machine generated contents note: ch. 1 Non-Technical Skills: A Primer
  Story of Revolutions and the Advent of High-Risk Industries
  Safety at the `Sharp End' of Operations
  Stupid Human Broke My Machine
  Basic Introduction to Non-Technical Skills
  Role of Non-Technical Skills in Day-to-Day Operations
  Role of Non-Technical Skills in Responding to Operational Complexity
  Relationship between Non-Technical Skills and Safety
  From Craftsmanship to Non-Technical Skills
  Open and Closed Skills: Soft and Hard Skills
  Assumptions of This Book
  References
  ch. 2 Classroom Is Dead: Long Live CRM
  Need for Training Non-Technical Skills
  Research into Pilot Error
  Industry-Driven Development
  Resource Management on the Flight Deck: The Workshop
  It All Began in a Classroom
  Hot Tub Therapy and Boomerangs
  Escape from the Classroom Seminar
  Formal Requirements for Training and Assessing Non-Technical Skills
  Joint Training and Team Training
  Parallel Developments: Anaesthesia Crisis Resource Management
  Global Spread of Resource Management Programs
  Future Is Bright
  References
  ch. 3 Adult Learning Principles and Non-Technical Skills
  What Do We Mean by Training Non-Technical Skills?
  On the Matter of Definitions
  Principles of Adult Learning
  Individual Learning Styles
  Domains of Learning
  Enabling Role of Core Knowledge
  Reflective Practitioner
  Constructivism
  Stages of Instruction
  Elaboration Theory
  Cognitive Load Theory
  Modelling Behaviour
  Situated Learning and Cognitive Apprenticeships
  Instructional Use of Error: Learning from Our Mistakes
  Competency-Based Training
  Transfer of Training
  Adult Learning: A Summary
  References
  ch. 4 Principles of Training Non-Technical Skills
  Introduction
  Phased Approach to Training of Non-Technical Skills
  Training Context of Non-Technical Skills Programs
  Multidisciplinary and Team-Based Training
  Generic and Abstracted or Tailored and Integrated
  Attitudinal Change: Demonstrating Relevance and Importance
  Core Knowledge Development
  Classroom-Based Training
  Use of eLearning Platforms
  Case Study Techniques
  Video-Based Case Study Techniques
  Non-Technical Skill Development and Rehearsal
  Role-Play Simulation
  Simulation and Training Non-Technical Skills
  Simulation and Learning
  Simulation Fidelity
  Scenario Design for Simulation-Based Training
  Overarching Instructional Design Considerations
  Skill Development and Rehearsal on the Job
  Mentoring, Coaching and Apprenticeship Models
  Behavioural Modelling
  Briefing and Debriefing
  References
  ch. 5 Principles of Assessing Non-Technical Skills
  Introduction
  Assessing Core Enabling Knowledge
  Competency-Based Assessment of Non-Technical Skills
  Assessing Skills in Context: Behavioural Marker Systems
  Key Characteristics of Behavioural Marker Systems
  Development of Behavioural Markers
  Validity, Reliability and Sensitivity
  Rating Scales and Scoring
  Generic versus Specific Behavioural Marker Systems
  Integration with Technical Assessment
  Jeopardy Assessment: Pass or Fail?
  Objective Assessment
  Individual or Team Performance?
  Linked to Technical Failure?
  Is Poor Non-Technical Performance Reason Enough to Fail?
  Training Instructors, Calibration and Inter-Rater Reliability
  Training the Non-Technical Skills Instructor and Assessor
  Inter-Rater Reliability
  Biases and Assessment Error
  Halo Effect
  Visceral Bias
  Central Tendency
  Leniency and Severity
  Contrast Effect
  Expert versus Self-Assessment
  Debriefing Non-Technical Skill Performance
  Setting Goals and Expectations for the Debrief
  Facilitation, Not Instruction
  Promoting Reflection with Use of Video and Other Tools
  Questions, Probes and Prompting Deeper Discussion
  Active Listening Techniques
  Linking Debrief to Rehearsal
  Unpacking the Cognitive `Frame' of Participants
  Debriefing for Learning on the Job
  Reference
  ch. 6 Instructional Systems Design
  Instructional Systems Design
  Analysis: Identification of Specific Training Needs
  Design: Specification of Clear Learning Objectives
  Development: Detailed Curriculum of Training Events and Assessment Tasks
  Delivery: Instructional Events in the Form of Training and Assessment
  Evaluation of Training Effectiveness
  Analysis and Specification of Training Needs
  Risk-Based Training Needs Analysis
  Cognitive Task Analysis
  Cognitive Work Analysis
  Addressing Organisational and Individual Needs
  Evidence-Based Training
  Data from the Safety Management System
  Gap Analysis
  Personalised Training
  Defining Curriculum Outcomes and Instructional Objectives
  Specifying Curriculum Outcomes
  Specifying Instructional Objectives
  Performance Statements
  Conditions
  Standards
  Curriculum Design
  Designing Assessment Tasks
  Designing Training Events
  Sequencing Training Events
  Specifying Equipment and Materials
  Generating Guidance Material for Instructors and Trainees
  Implementation and Delivery
  Learner Engagement
  Instructor Preparation
  Evaluation of Training Programs
  References
  ch. 7 Training and Assessing Situation Awareness
  Situation Awareness: A Primer
  Situation Awareness: Exemplar Case Study
  Situation Awareness: Core Enabling Knowledge
  Basic Model of Situation Awareness
  Basic Introduction to Information Processing
  Shared Mental Models and Team Situation Awareness (TeamSA)
  Distributed Cognition and Distributed Situation Awareness
  Cue Use and Cue Utilisation
  Inattentional Blindness
  Role of Situation Awareness in Error Detection
  Influence of Distraction, Workload and Other Factors
  Situation Awareness Recovery
  Situation Awareness: Skill Development
  General Targets for Skill Development
  Individual versus Team Situation Awareness Training
  Exposure to Factors That Degrade Situation Awareness
  Situation Awareness: Simulation-Based Training
  Creating Rich Information Environments
  Freeze Technique and Reflection/Debrief
  Controlled Manipulation of Events to Degrade Situation Awareness and Demand SAR
  Situation Awareness: On-the-job Training
  Activation and Priming
  Behavioural Modelling
  Situation Awareness: Pre-Training Briefing
  Situation Awareness: Assessment and Behavioural Markers
  Situation Awareness: Debriefing and Coaching
  Situation Awareness: Key Resources
  Case Studies
  References
  ch. 8 Training and Assessing Decision-Making
  Decision-Making: A Primer
  Decision-Making: Exemplar Case Study
  Decision-Making: Core Enabling Knowledge
  Classical Model of Decision-Making
  Bounded Rationality in Context
  Recognition-Primed Decision-Making and Fast and Frugal Approaches
  Heuristics and Cognitive Biases
  Team Decision Processes
  Distributed Decision-Making
  Decision-Making: Skill Development
  Basic Foundational Skills: Situation Awareness, Risk Assessment and Evaluation
  Systematic Decision-Making Processes
  De-Biasing
  Analogical Reasoning
  Team-Based Training
  Decision-Making: Simulation-Based Training
  Critical Decision Events
  Building Expertise and a Repository of Experience
  Reinforcing the Use of Mnemonics
  Scenarios Designed to Induce Negative Heuristics and Biases
  Creating Complex and High-Pressure Situations
  Developing and Maintaining Shared Mental Models
  Decision-Making: On-the-job Training
  Modelling and Expertise
  Reinforcing Sources of Information and Resources
  Decision-Making: Pre-Training Briefing
  Decision-Making: Assessment and Behavioural Markers
  Avoiding Bias in Assessment Judgements
  Critical Decision Method
  Behavioural Markers
  Decision-Making: Debriefing and Coaching
  Decision-Making: Key Resources
  Case Studies
  References
  ch. 9 Training and Assessing Communication and Teamwork Skills
  Communication and Teamwork: A Primer
  Communication and Teamwork: Exemplar Case Study
  Communication and Teamwork: Core Enabling Knowledge
  Models of Communication
  Modes of Communication: Verbal, Intonation, Non-Verbal and Written
  Information Exchange and Closed Loop Communication
  Barriers to Effective Communication and Teamwork
  Enquiry and Assertiveness
  Team Coordination
  Communication and Teamwork: Skill Development
  Exchanging Information
  Enquiry and Graded Assertiveness
  Team Coordination Training
  Team Self-Correction Training
  Communication and Teamwork: Simulation-Based Training
  Low Fidelity and Role-Play
  Confederates: Scripting Roles to Elicit Specific Strategies
  Challenging Cultural Norms and Legitimising New Norms
  Communication and Teamwork: On-the-job Training
  `Freeze' Technique
  Video-Based Debrief
  Critical Incident Debrief
  Communication and Teamwork: Pre-Training Briefing
  Communication and Teamwork: Assessment and Behavioural Markers
  Communication and Teamwork: Debriefing and Coaching
  Communication and Teamwork: Key Resources
  Case Studies
  References
  ch. 10 Training and Assessing Task Management
  Task Management: A Primer
  Task Management: Exemplar Case Study
  Task Management: Core Enabling Knowledge
  Role of Planning in Performance
  Human Information Processing
  Workload Limitations
  Indicators of Adverse Workload Conditions
  Compensatory Control and the Effort Monitor
  Contents note continued: Delegation and Distributed Team Performance
  Prioritisation of Tasks
  Negative Impact of Interruptions
  Task Management: Skill Development
  Leadership
  Effective Planning Techniques
  Recognition of Adverse Workload Situations
  Appropriate Compensatory Control Strategies to Maintain Safety
  Managing Interruptions
  Prospective Memory Aids
  Task Management: Simulation-Based Training
  High-Workload Non-Normal Situations
  Stress Exposure Training
  Exposure to and Practice Recovering from Unsafe System States
  Rehearsal and Extension
  Task Management: On-the-Job Training
  Pre-Work Planning
  Contingency Planning
  Post-Event Debrief
  Task Management: Pre-Training Briefing
  Allowing Training Participants to Plan and Brief Themselves
  Task Management: Assessment and Behavioural Markers
  Self-Report Workload Scales
  Behavioural Markers
  Task Management: Debriefing and Coaching
  Task Management: Key Resources
  Case Studies
  References
  ch. 11 Future of Training and Assessing Non-Technical Skills
  Summary
  More Integrated Approach to Skill Development
  More Targeted Approach to Skill Development
  Harnessing the Potential of New Technologies
  Building More Responsive Training Systems
  Training across Distributed Systems
  Final Note
  References.