Team Resource Management Guidelines PDF

TEAM RESOURCE MANAGEMENT Guidelines for the Implementation and Enhancement of TRM Edition Number : 1.0 Edition Validity Date : 26/04/2021  Guidelines for the Implementation and Enhancement of TRM TEAM RESO...

TEAM RESOURCE MANAGEMENT Guidelines for the Implementation and Enhancement of TRM Edition Number : 1.0 Edition Validity Date : 26/04/2021  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT DOCUMENT CHARACTERISTICS Document Subtitle Document Title Edition Number Edition Validity Date (optional) Guidelines for the TEAM RESOURCE Implementation and 1.0 26/04/2021 MANAGEMENT Enhancement of TRM Abstract The document serves as guidelines for the implementation and enhancement of TRM. Author(s) Anthony F. SEYCHELL and Svetlana BUNJEVAC Contact Person(s) Tel/email Unit Anthony F. SEYCHELL +32 2 729 3721 NMD/ SAF Svetlana BUNJEVAC +352 436061 229 NMD/TRG/TDD STATUS AND ACCESSIBILITY Status Accessible via Working Draft  Intranet  Draft  Extranet  Proposed Issue  Internet (www.eurocontrol.int)  Released Issue  TLP STATUS Intended for Detail Red  Highly sensitive, non-disclosable information Amber  Sensitive information with limited disclosure Green  Normal business information White  Public information Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue ii  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT ©2021 The European Organisation for the Safety of Air Navigation (EUROCONTROL). This document is published by EUROCONTROL for information purposes. It may be copied in whole or in part, provided that EUROCONTROL is mentioned as the source and the extent justified by the non-commercial use (not for sale). The information in this document may not be modified without prior written permission from EUROCONTROL. DOCUMENT APPROVAL The following table identifies all management authorities who have successively approved the present issue of this document. AUTHORITY SIGNATURE DATE (Name and function) NMD/ SAF Secretary 26/04/2021 Safety Human Performance Sub-Group Anthony F. SEYCHELL NMD/TRG/TDD 26/04/2021 TRM Coordinator Svetlana BUNJEVAC Head 10/05/2021 NMD/SAF Director 10/05/2021 NMD Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue iii  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT Edition History The following table records the complete history of the successive editions of the present document. Edition History Seychell & 0.1 12/04/2020 First draft Bunjevac Proposed issue after review by all Seychell & 0.2 15/03/2021 stakeholders TRM experts and Bunjevac practitioners Seychell & 1.0 26/04/2021 Released Document Bunjevac Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue iv  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT Contents DOCUMENT CHARACTERISTICS.................................................................................. II DOCUMENT APPROVAL................................................................................................ III EDITION HISTORY.......................................................................................................... IV CONTENTS....................................................................................................................... V TABLE OF TABLES........................................................................................................ VI TABLE OF FIGURES..................................................................................................... VII EXECUTIVE SUMMARY.................................................................................................. 1 1 INTRODUCTION.............................................................................................. 3 1.1 GENERAL.....................................................................................................................3 1.2 INTENDED USERS.........................................................................................................3 1.3 PURPOSE OF THESE GUIDELINES...................................................................................3 1.4 TERMINOLOGY..............................................................................................................4 2 SYSTEMS AND TEAMWORK......................................................................... 6 2.1 EFFECTIVE TEAMWORK.................................................................................................6 2.2 WHAT IS TEAM RESOURCE MANAGEMENT?....................................................................7 2.3 EFFECTIVENESS OF TRM..............................................................................................9 2.4 TRM IN ATM SAFETY MANAGEMENT SYSTEMS.............................................................10 2.5 BENEFITS OF TRM......................................................................................................11 2.6 MISCONCEPTIONS ABOUT TRM....................................................................................11 3 HUMAN FACTORS IN ANS........................................................................... 13 3.1 REGULATORY REQUIREMENTS.....................................................................................13 3.2 HUMAN FACTORS IN THE ATCO INITIAL TRAINING STAGE..............................................13 3.3 TRM, STRESS AND FATIGUE MANAGEMENT IN THE ATCO UNIT TRAINING STAGE...........14 3.4 TRM, STRESS AND FATIGUE MANAGEMENT IN THE ATCO CONTINUATION TRAINING STAGE 14 3.5 TRM FOR ATSEPS....................................................................................................15 3.6 ICAO COMPETENCY MODEL AND TRM........................................................................16 4 TRM IN ATCO CONTINUATION TRAINING................................................. 17 4.1 METHOD.....................................................................................................................17 4.2 RESPONSIBILITIES.......................................................................................................17 4.3 TRM COORDINATOR...................................................................................................19 4.4 SEQUENCE.................................................................................................................19 4.5 DURATION..................................................................................................................21 4.6 PARTICIPANTS............................................................................................................22 4.7 FACILITATORS.............................................................................................................22 4.8 LOCATION..................................................................................................................23 Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue v  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT 4.9 LEARNING ACTIVITIES..................................................................................................24 5 IMPLEMENTING TRM – SOME GOOD PRACTICES................................... 29 5.1 INTRODUCTION...........................................................................................................29 5.2 INITIATION..................................................................................................................29 5.3 TRM PROMOTION.......................................................................................................30 5.4 PILOT SESSION...........................................................................................................31 5.5 TRM CASE STUDIES...................................................................................................32 5.6 TRM SESSIONS..........................................................................................................37 6 CONTINUAL IMPROVEMENT OF TRM........................................................ 39 6.1 WHY ‘CONTINUAL’ IMPROVEMENT.................................................................................39 6.2 NEED FOR IMPROVEMENT............................................................................................39 6.3 ADVANTAGES OF TRM................................................................................................39 6.4 SIDE BENEFITS OF TRM..............................................................................................41 6.5 REVIEW WITH SUCCESS ANALYSIS...............................................................................41 6.6 OTHER METHODS OF TRM EVALUATION.......................................................................42 6.7 FEEDBACK..................................................................................................................42 6.8 REPORTING................................................................................................................44 ANNEX A - MAPPING BETWEEN TRM MODULES AND THE ICAO ATCO COMPETENCY FRAMEWORK...................................................................................... 45 A1. ABSTRACT..................................................................................................................45 A2. NOTE.........................................................................................................................45 ANNEX B - FACILITATOR COMPETENCE AND TRAINING.................................... 47 ANNEX C - AIR TRAFFIC CONTROL SAFETY QUESTIONNAIRE (ATCSQ)........... 49 REFERENCES................................................................................................................ 51 EU DOCUMENTS...........................................................................................................................51 EUROCONTROL DOCUMENTS....................................................................................................52 ICAO DOCUMENTS.......................................................................................................................52 OTHER DOCUMENTS.....................................................................................................................52 ABBREVIATIONS AND ACRONYMS............................................................................ 55 CONTRIBUTORS AND REVIEWERS............................................................................ 57 Table of Tables Table 1 Excerpt from the Acceptable Means of Compliance to Part-ATCO, SUBPART D, Section 2 (Initial training).........................................................13 Table 2 Excerpt from Appendix 3A to EU 2017/373 Annex XIII...........................15 Table 3 Comparison between survey responses re responsibility for TRM......18 Table 4 Examples of the duration of the sessions during TRM campaigns.......22 Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue vi  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT Table of Figures Figure 1 Trends re responsibility for TRM............................................................18 Figure 2 Duration of TRM sessions......................................................................21 Figure 3 Number of participants in a TRM sessions............................................22 Figure 4 Location of TRM sessions......................................................................24 Figure 5 Learning activities during TRM sessions..............................................26 Figure 6 Sources for topics for TRM sessions/campaigns.................................26 Figure 7 Pre-implementation Briefings.................................................................29 Figure 8 Examples of TRM Promotional Material.................................................30 Figure 9 Integration of Feedback..........................................................................43 Figure 10 Main Points of TRM report....................................................................44 Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue vii  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT INTENTIONALLY BLANK PAGE Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue viii  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT EXECUTIVE SUMMARY Human performance, individually and collectively, is connected to and dependent on other parts of the aviation system. Aviation system is a “system of systems”. TRM programme provides space for ATM’s operational staff part of the system, through its series of facilitated sessions, to take a step back from the dynamic and pressured surroundings of the Ops room and evaluate his/her work environment and own performance and effect of it on others. TRM enables people, to develop their own strategies, methods, approaches, ways, which might be different from those of their colleagues. What one takes from each session is exclusively one’s own, and that is one of the greatest advantages of TRM. It is not “one size fits all” because TRM allows people to use their own critical thinking and create multitude of better ways of addressing daily Ops situations. An ongoing TRM programme is an effective countermeasure to errors resulting from team contributions. The benefits of TRM include:  Enhanced Ops task efficiency,  Enhanced continuity and efficiency of teamwork,  Enhanced awareness of Ops systems and interdependencies,  Improved communications and feedback,  Increased awareness about safety,  Enhanced TEM management capabilities,  Enhanced individual awareness of HF impact on operations,  Enhanced and structured Safety Culture, Just Culture and Oversight Surveys results aftercare. TRM is an effective self-learning tool as well because during the session the participants are able to share their own experiences, permitting the other participants to learn from this sharing. Consequently, TRM is also a proactive safety tool because it helps ATM professionals to identify potential traps and pitfalls before these actually lead to an occurrence or worse. We hope you will find the following set of documents of use to your current or future TRM programme. Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 1  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT INTENTIONALLY BLANK PAGE Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 2  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT 1 Introduction 1.1 General This document provides service providers, especially ATS providers, with guidance on how to implement and enhance Team Resources Management (TRM) training programmes. It is recognised that service providers have differing operational, technical and organisational environments, as well as possibly having different regulatory requirements if they are not EU members. Thus, this manual does not prescribe a “one-size-fits-all” training programme. Instead, it describes how service providers can establish a TRM training programme that is appropriate to their specific environment. 1.2 Intended Users This document is aimed at personnel responsible for the implementation and enhancement of TRM training programmes. This includes service providers who: a) are creating a completely new TRM training system, b) have already an established TRM training system and intend to enhance their ATCO HF training, and c) are evolving their system to include other ATM professions. 1.3 Purpose of these Guidelines EUROCONTROL Team Resource Management programme is more than 20 years old and the first guidelines were written in the late 90s. Still, not all EUROCONTROL ANSPs were in a position to implement TRM. Consequently, it is necessary to raise the awareness to the benefits of TRM. EU regulatory requirements have introduced HF training in Unit and Continuation Training for ATCOs. Thus, there is an increased need for these awareness activities and support for TRM implementation. Some ANSPs established TRM quite early. Regrettably, some of these ANSPs stopped the TRM programme due to cost considerations because it was not mandatory. One seems to forget that regulatory compliance only ensures a minimum level of safety. Safety improvement needs the use of good practices. Therefore, it is crucial to aid service providers to enhance their TRM programmes in order to ensure continual safety improvement. The reality of ANSPs today has shown that it is not only the professional group of ATCOs, but also other professional staff, together with organisational and national cultures, which influence the safety of operations. Some ANSPs have already taken steps to move ahead with TRM; others are getting ready to do so. The scope of TRM ought to expand beyond air traffic controllers. Its benefits could also profit other safety professional team workers, such as ATSEPs and AIM/AIS staff. Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 3  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT The future of the ATM environment lies in the unbundling of ATM/ANS services. This situation is already being addressed by EU 2017/3731, which introduces requirements not only for ATC/ATS, CNS, AIS and MET but also for a new set of service providers. In the future, HF training will be a requirement not only for ATCOs but also for other professions who work for service providers regulated by EU 2017/373 and its eventual replacements. 1.4 Terminology From discussions and comments2, it is evident that there are problems with terminology as there is confusion about the terms ‘TRM’, ‘HF skills’ and ‘Competence’. There is also misperception between ‘TRM’ and ‘Facilitation’. Additionally, the various discussion amongst TRM expert groups has highlighted the definition of TRM has become outdated. In the past, TRM was defined as: Strategies for the best use of all available resources - information, equipment and people - to optimise the safety and efficiency of Air Traffic Services. https://www.skybrary.aero/index.php/Team_Resource_Management_(TRM) The authors and reviewers of this document wish to propose a new definition for TRM, namely Team Resources Management (TRM) is an HF Safety Programme that aims at reducing or minimising the impact of teamwork related errors within the ATM system. It also strives to develop positive attitudes and behaviours towards teamwork skills and human performance in air traffic management. For clarity, the terms ‘Facilitation’, ‘HF Skills’ and ‘Competence’ are defined below: Facilitation - The provision of opportunities, resources, encouragement and support for the group to succeed in achieving its objectives and to do this through enabling the group to take control and responsibility for the way they proceed. Trevor J. Bentley Facilitation July 2000 HF Skills - Human Factors in its widest definition describes all the many aspects of human performance that interact with their (aviation) environment to influence the outcome of events. These may be related to either the physiological or psychological aspects of human capability, both of which are able to directly affect the way in which the human operator performs in different circumstances. https://www.skybrary.aero/index.php/Human_Factors 1 COMMISSION IMPLEMENTING REGULATION (EU) 2017/373 of 1 March 2017 laying down common requirements for providers of air traffic management/air navigation services and other air traffic management network functions and their oversight, repealing Regulation (EC) No 482/2008, Implementing Regulations (EU) No 1034/2011, (EU) No 1035/2011 and (EU) 2016/1377 and amending Regulation (EU) No 677/2011 2 TRM Workshop Report, EUROCONTROL, Brussels, 25 – 26 September 2017 Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 4  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT Human Factors and Human Performance are often confused with ‘soft skills’, which are people's abilities to communicate with each other and work well together. https://dictionary.cambridge.org/dictionary/english/soft-skills Additionally, The term ‘Human Performance’ (and ‘Human and Organisational Performance’ (or HOP) has become increasingly common in recent years in a number of industries, especially those with a safety focus. It is often associated with ‘Human Factors’, or even used as a replacement for the term. But in some cases, different practitioners have identified with one term or both. Dr Steven Shorrock3 uses ‘Human Factors’ and ‘Human Performance’ (mixed case) to refer to spheres of academic research/teaching and practice in applied contexts by internal and consultants (e.g., Human Factors Specialist, Human Performance Specialist). But there is another, more ordinary meaning of ‘human performance’ (lower case), as simply what people do and how. Competence - A combination of skills, knowledge and attitudes required to perform a task to the prescribed standard. ICAO Annex 1 — Personnel Licensing 3 ‘Human Factors’ and ‘Human Performance’: What’s the difference? Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 5  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT 2 Systems and Teamwork 2.1 Effective Teamwork A system is a collection of separate, but interrelated parts that work together to achieve a common purpose. Because the aviation system is a “system of systems”, it is important to understand the differences and interactions between the different kinds of systems in it: Simple systems: These are relatively easy to understand and have predictable performance. Simple systems have one or a small number of known goals or functions and these do not change over time. As such, they are easy to repair and to ensure that they consistently meet pre-identified performance standards. An aviation example of a simple system is the passenger emergency lighting system used to guide passengers out of an aircraft in an emergency. Complicated systems: The structure, elements and interactions in a complicated system might be difficult to understand but can be understood and quantified with a high degree of accuracy and completeness by experts. Knowledge of these systems is normally developed in a linear way (where an understanding of one element leads to an understanding of the next element and their impact on another can be reasonably predicted) and, like simple systems, can be designed to meet pre-identified performance standards. An aircraft jet engine, which has several goals that remain the same over time (including to produce thrust and generate electricity and hydraulic pressure) is an aviation example of a complicated system. Complex systems: In a complex system, the whole is greater than the sum of its parts. Everything is connected to, and dependent on, something else. Importantly, the behavior of the system cannot be predicted from examining the behavior of its separate parts and the system cannot be understood by only looking at one component or from one perspective. Complex systems are often subject to random and unpredictable events due to the multiple and changing influences and interactions within the system. Humans are themselves complex systems. An individual may change behavior, adapting to internal influences, such as health or personal mood, as well as to external influences, such as environment or equipment. Any interaction between a human and technology, regardless of whether the technology itself is simple or complicated, changes the nature of the whole human-technology system, making it a complex system. The ATM system relies on good teamwork to achieve its goals. Operationally, the ATS team can be as small as the controllers and assistants working together in an Ops Room, or large enough to embrace associated ATC units and supporting operational staff such as flow managers, supervisors, ATSEPs, etc. on whom the controllers rely on effective co-operation to optimise their work. Historically, aviation workers have been expected to function without error. However, aviation experts claim that each air traffic controller makes several errors every hour, thus there are literally hundreds of errors per day but very few serious incidents even per year where ATC contributes to the outcome. Consequently, we conclude that millions of errors are made before a serious incident or an accident occurs. But human performance, individually and collectively, is connected to, and dependent on, other parts of the aviation Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 6  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT system. As anything else, aviation system is a “system of systems”. Nevertheless, safety is paramount and we still have to address these issues. Suppressing every error to prevent all incidents and accidents is not feasible. What we should focus on is positively influencing the conditions under which these errors occur and decreasing the impact of errors that will happen. 2.2 What is Team Resource Management? Earlier we defined TRM as an HF Safety Programme that aims at reducing or minimising the impact of teamwork related errors within the ATM system. It also strives to develop positive attitudes and behaviours towards teamwork skills and human performance in air traffic management. Therefore TRM is essentially a philosophy which helps us realise that we humans are error prone; a philosophy which will help us put in place more and better safety nets; a philosophy which will help each one of us play a better and more constructive part in our own team and the larger aviation team of which we are part4. Consequently, TRM is a safety management intervention that protects ATM systems from a common cause of system failure by implementing programmes that are effective in developing knowledge, attitudes and behaviours for each of the professional ATM groups. Practicing TRM means enabling the ATCO to take a step back from the dynamic surroundings of the Ops room and to evaluate his/her work environment and own performance. It is clear that such a highly skilled professional will perform at high performance levels within restricting time intervals. To take a step back, analyse the daily work and reflect on what and on why and on how – the time to do so is not necessarily built-in in daily operations. In organisations where high reliability and safety are an obligation; the service provider should plan and add in such a time for the operational staff to analyse their impact on operations. This is applicable to all operational safety personnel (such as ATSEP, AIM). TRM is an effective self-learning tool because during the session the participants are able to share their own experiences, permitting the other participants to learn from this sharing. Consequently, TRM is also a proactive safety tool because it helps ATM professionals to identify potential traps and pitfalls before these actually lead to an occurrence or worse. A different approach to the classical management of safety is required because safety does not come only from the reactive elimination of errors or the pro-active seeking of error-inducing situations. No amount of regulations or technological solution can lead to the positive aspects of the ATCO culture as ATCOs and other ATM professionals themselves can. The nature of their work and the consequent demanding responsibilities often lead these professionals to develop beneficial behaviours, such as cooperation, helpfulness, and willingness to explain one’s intentions and the reasoning behind such intentions. This positive approach leads to the mutual benefits of all involved. The modern safety concepts all emphasise the resilience of the system. The gap between the work-as-done (WAD) and the work-as-imagined (WAI) is bridged by 4 Irish Aviation Authority Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 7  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT human performance5. Systems are complex sociotechnical systems and people have to cope with the complexity of the actual work environment. TRM assists greatly in realigning WAI and WAD because it improves the quality of information about WAD and helps greatly in passing enhanced information to management who are ‘designing’ the system. At the same time, TRM encourages maintaining awareness and caution at the sharp end where the effect of something going wrong will have an immediate impact of safety. The safety of operations is influenced by professional, organisational, and national cultures, and safety requires focusing each of these toward an organisational safety culture that deals with errors non-punitively and proactively. Traditional training carried out using instructional techniques cannot change the culture, but facilitated self-learning can generate ownership with regard to the discussions that come out of the sessions. Change begins when the persons become aware of their thoughts. The facilitation process helps the participants to realise the integration between think and do. In other words, we can only improve or change our performance if we are aware of our mental model. They become clearer to us when we discuss and lay them down in front of our peers, when we hear their thoughts and this approach supports transferring new practices into the day-to-day job. To be successful TRM is run using group facilitation. Roger Schwarz6 defines group facilitation as: a process in which a person whose selection is acceptable to all the members of the group, who is substantively neutral, and who has no substantive decision–making authority diagnoses and intervenes to help a group improve how it identifies and solves problems and makes decisions, to increase the group’s effectiveness. In simple words, facilitation is the act of support and using a process to help people working in groups to achieve results. Skilled facilitation promotes critical thinking. Critical thinking is not to be confused with ‘criticism’ but rather, critical thinking is the intellectually disciplined process of actively and skilfully conceptualizing, applying, analysing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action7. Often, a facilitator with operational ATC experience carries out TRM sessions for ATCOs and, similarly, facilitators with ATSEP or AIM background run sessions for their respective professional colleagues. Sometimes sessions can be more fruitful when there are mixed facilitators. The facilitator is trained in assisting colleagues to develop their own ideas and positive attitudes, and in creating an environment that stimulates self-learning. A facilitated TRM session acts as means of peer-to-peer learning too. Section 4.1 expounds further on this notion. 5 From Safety-I to Safety-II:A White Paper 6 The Skilled Facilitator 7 Scriven & Paul, 1987 Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 8  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT 2.3 Effectiveness of TRM Safety is the main driving force behind the development of any change or improvement in ATM. Consequently, the question whether TRM programmes do work will surely be the first thing that comes to mind to the manager who has to approve funds of the magnitude required to implement an effective TRM programme. In financial terms, is there a worthwhile return on the training investment? ANSP experience, confirmed by various studies and surveys, has shown that yes, TRM programmes do work, provided such programmes are well designed, have management support, and are tailored to fit unit, organisational and national cultures. TRM in not and never will be the mechanism to eliminate error. Error is an inevitable result of the natural limitations (and variability) of human performance and the function of complex systems. TRM has significant benefits but this has only been proven qualitatively and not quantitatively so far because TRM is part of a recipe that leads to enhanced individual and team performance. While we can easily count the number of errors/incidents, it is quite difficult to demonstrate how many errors/incidents were avoided by normal/enhanced behaviour. TRM is only one of the numerous tools that the ANSPs have to improve their safety performance. It is very hard to be able to pinpoint exactly that improved safety has resulted solely from TRM. To make this proof, we would have to stop every other activity running in an ANSP except TRM, then we might see the direct correlation. TRM is not intended as a replacement for technical training but should complement it. Furthermore, TRM is not intended to counteract poor procedures or loosely defined roles. The increased awareness of doing one’s job in a more effective manner, coupled with an enhanced sense of working as a part of a larger team, will also lead to improved job satisfaction. In 2004 M. West8 described several advantages of implementing team-based working in an organisation. It is clear that his words can also be applied to the effectiveness of TRM programmes. The generic advantages of an effective TRM programme may include:  Creating consistency between changing organisational environments, strategy and structure,  Developing and delivering products and services quickly and cost- effectively,  Enabling organisations to learn and to retain learning more effectively,  Promoting innovation due to cross-fertilisation of ideas,  Integrating and linking together in ways that individuals cannot to ensure that information is processed effectively in the complex structures of modern organisations, 8 West, M. (2004) Effective Teamwork: Practical Lessons from Organizational Research Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 9  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT  Staff who work in teams report higher levels of involvement and commitment, as well as lower stress levels than staff who do not work in teams. On the other hand, breakdown in teamwork may lead to frustration and irritation, together with low morale and poor job-satisfaction. These consequences are likely to lead to a vicious circle, influencing negatively the team performance because in the absence of TRM, an individual or team is unlikely to be able to identify and correct weaknesses in the following areas:  Communication between ATM professionals, including briefing on handover;  Communication between controllers and pilots;  Situational awareness;  Decision making;  Monitoring of pilot actions;  Assisting and helping colleagues;  Cooperation with other ATM professionals;  Distribution of workload between ATM professionals;  Flexibility - ability to adjust to changing workload. ANSPs use various forms to review their TRM programmes and to ensure that the lessons learned from TRM sessions are taken on-board as necessary and action taken to improve the performance of the service. 2.4 TRM in ATM Safety Management Systems Within the last two - three decades, there have been numerous advances in widespread acceptance and implementation, under the guidance of EUROCONTROL and ICAO, of a safety management system (SMS). ICAO has mandated the use of SMS Manual Doc 9859 to standardise the approach to safety. EUROCONTROL and the European Commission (EC), in turn, have issued their requirements, based on ICAO, for the European ATM SMS. Team Resource Management is clearly a safety-related programme. An important conclusion of the work done by the TRM practitioners is that TRM is a convenient way and the most effective method to introduce HF-related issues in ATM. This would support reflections on attitudes and behaviours, reducing the impact of errors and contributing to better safety cultures. Furthermore, TRM practitioners consider a robust TRM programme as a Safety II tool. Prof. Hollnagel gives a very simple explanation about the difference between Safety I and Safety II, namely: When we think of safety it is usually by reference to its opposite, the absence of safety. The traditional view of safety, called Safety-I, has consequently been defined by the absence of accidents and incidents, or as the ‘freedom from unacceptable risk.’ As a result, the focus of safety research and safety management has usually been on unsafe system operation rather than on safe operation. In contrast to the traditional view, resilience engineering Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 10  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT maintains that ‘things go wrong’ and ‘things go right’ for the same basic reasons. This corresponds to a view of safety, called Safety-II, which defines safety as the ability to succeed under varying conditions. The understanding of everyday functioning is therefore a necessary prerequisite for the understanding of the safety performance of an organisation.9 2.5 Benefits of TRM A TRM programme, through its series of facilitated sessions, enables the ATCO and other professionals (such as ATSEP, AIM) to take a step back from the dynamic and pressured surroundings of the Ops room and to evaluate his/her work environment and own performance. TRM enables people, to develop their own strategies, methods, approaches, ways, which might be different from those of their colleagues. What one takes from each session is exclusively one’s own, and that is one of the greatest advantages of TRM. It is not “one size fits all” because TRM allows people to use their own critical thinking and create multitude of better ways of addressing daily Ops situation. An ongoing TRM programme is an effective countermeasure to errors resulting from team contributions. The benefits of TRM include:  Enhanced Ops task efficiency,  Enhanced continuity and efficiency of teamwork,  Enhanced lesson learning and dissemination process aiming to reduce recurrence of the same problems,  Improved communications and feedback,  Increased awareness about safety,  Enhanced TEM management capabilities,  Enhanced individual awareness of HF impact on operations,  Enhanced and structured Safety Culture, Just Culture and Oversight Surveys results aftercare. 2.6 Misconceptions about TRM We have already referred to the confused use of such terms as TRM, facilitation, HF and competence in section 1.4. Besides the confusion, there has been a tendency to view TRM as the magic solution to many organisational/Ops room problems. A few internal incident investigators having fallen into the habit of often recommending TRM as a corrective action following an occurrence/incident, as if TRM was a panacea. There could be occasions where TRM can help dealing with some HF issues arising from the investigations but that is not TRM’s primarily role. TRM is an HF safety net to reduce teamwork errors, therefore it is a preventive tool. TRM session can also be seen as an “HF simulator” helping ATCOs and other staff to 9 Safety-I and Safety-II Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 11  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT be more aware about HF related interactions. When ATCOs are required to learn new knowledge about HF, then TRM is not enough and needs to be replaced by HF training delivered by an SME. The primary objective of TRM is to reduce the effect of teamwork errors through the reflection on our attitudes. Thus, TRM should not be the primary source:  of information to managers about the situation in the Ops room,  managers understanding the need for better communication within their unit/organisation. Furthermore, TRM is NOT:  a team-building course,  a way to judge people/tell them off for their errors. Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 12  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT 3 Human Factors in ANS 3.1 Regulatory Requirements EU 2015/340 mandates that Air Traffic Controllers are to learn about Human Factors in all three stages of training i.e. Initial, Unit and Continuation. Team Resources Management is mentioned or referenced to in all three phases. TRM is also included in the ATSEP training as specified in Annex XIII of EU 2017/373. 3.2 Human Factors in the ATCO Initial Training Stage EU 2015/340 ATCO.D.005 Types of air traffic controller training defines air traffic controller initial training as training leading to the issue of a student air traffic controller licence or to the issue of an additional rating and, if applicable, rating endorsement, providing: (i) basic training: theoretical and practical training designed to impart fundamental knowledge and practical skills related to basic operational procedures; (ii) rating training: theoretical and practical training designed to impart knowledge and practical skills related to a specific rating and, if applicable, to rating endorsement; ATCO.D.010 Composition of initial training specifies that the basic training, comprises all the subjects, topics and subtopics contained in Appendix 2 of Annex I. There are nine main subjects mandated and Human Factors is Subject 7. TRM is included as Subtopic HUM 3.1 in the syllabus for ADV, ADI, APP, ACP, APS and ACS ratings. There are additional references to TRM in Acceptable Means of Compliance to Part-ATCO, SUBPART D, Section 2 (Initial training). The relevant excerpt is reproduced below for ease of reference: TOPIC HUM 3 SOCIAL AND ORGANISATIONAL FACTORS Subtopic HUM 3.1 — Team resource management (TRM) Optional content: TRM course, ADV HUM State the 1 EUROCONTROL Guidelines for the 3.1.1 objectives of TRM. development of TRM training Optional content: teamwork, human ADV HUM State the content of error, team roles, stress, decision 1 3.1.2 the TRM concept. making, communication, situational awareness Table 1 Excerpt from the Acceptable Means of Compliance to Part-ATCO, SUBPART D, Section 2 (Initial training) Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 13  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT The number in the third column relates directly to a defined taxonomy for classifying training objectives and is according to EUROCONTROL specifications10 where ‘1’ indicates A basic knowledge of the subject. It is the ability to remember essential points, to memorise data and retrieve it. For such a training level, traditional lecturing style is sufficient. 3.3 TRM, Stress and Fatigue Management in the ATCO Unit Training Stage EU 2015/340 ATCO.D.045 Composition of unit training states: (c) Unit training shall include training in: (1) operational procedures; (2) task-specific aspects; (3) abnormal and emergency situations; and (4) human factors. In the EASA’s Easy Access Rules11, it is stated: AMC1 ATCO.D.045(c)(4) Composition of unit training HUMAN FACTORS (a) Training organisations should train the applicant during on-the-job training in team resource management, fatigue management and stress management. (b) Training organisations should develop performance objectives for team resource management training. (c) The team resource management training may also make use of synthetic training devices. (d) Training organisations should develop training objectives for fatigue management and stress management training. TRM is EASA’s acceptable means of compliance to meet the requirement for HF training during the ATCO’s unit training phase. 3.4 TRM, Stress and Fatigue Management in the ATCO Continuation Training Stage ATCOs are required to undergo continuation training and HF training is required as part of the ATCO Refresher Training (ATCO.D.080 Refresher training (b) (3)). Once again, TRM, is the stated acceptable means of compliance to meet this requirement (AMC1 ATCO.D.080(b)(3) Refresher training). 10 EUROCONTROL Specification for the ATCO Common Core Content Initial Training, edition 2, 2015 11 Easy Access Rules for ATCO, Air Traffic Controllers’ Licensing and Certification Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 14  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT 3.5 TRM for ATSEPS As mentioned in 3.1 above, TRM is included in ATSEP training. Appendix 3a — Qualification training — Shared includes TRM in the following areas: SUB-TOPIC 1.3: Safety assessment process Appreciate the importance of adopting a total ATM system description (including system approach scope definition and limitation), end- 1.3.2 covering human, 3 to-end integrity of safety assessment procedure, e.g. Concept of TRM organisation and equipment elements SUB-TOPIC 2.1: ATSEP knowledge, skills and competence State the available e.g. practice, personal study, briefing, means to maintain seminars, courses, technical 2.1.3 professional 1 periodicals, technical books, OJT, knowledge and simulation, CBT, e-learning, visits, skills feedback, TRM SUB-TOPIC 5.2: Team resource management Experience sharing, feedback, State the 5.2.1 1 improved interpersonal relations, objectives of TRM indirect increase in safety Table 2 Excerpt from Appendix 3A to EU 2017/373 Annex XIII As in Table 1 above, the number in the third column relates directly to a defined taxonomy for classifying training objectives. A word of caution is perhaps needed with respect to Element 1.3.2. In this case, the training objective refers Appreciate the importance of adopting a total system approach covering human, procedure, organisation and equipment elements and not to TRM. Understanding TRM helps in achieving the objective. Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 15  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT 3.6 ICAO Competency Model and TRM ICAO issued in 2016 a new Competency Framework for ATCOs and ATSEPs as part of PANS-Training12. The Competency Framework consists of competency units, competency elements, performance criteria, evidence and assessment guide and a range of variables. Competency units, competency elements and performance criteria shall be derived from job and task analysis and shall describe observable outcomes. In early 2017, the implementation guidance documents Doc 1005613 (ATCOs) and Doc 1005714 (ATSEPs) were published. These two documents explain how to develop competency-based training for ATCOs and ATSEPs. The work done by ICAO on the Competency Framework is of interest and it could be used as a means to enhance HF training in view that the majority of the ICAO ATCO/ATSEP competencies incorporate elements of HF in them. The ATCO Competency Framework from ICAO PANS-Training was used to make a gap analysis and map the current TRM modules with the ICAO ATCO competencies in order to demonstrate where it fulfils the ICAO requirements or what is required to meet these requirements. The full mapping exercise is found in Annex A of this document. 12 PANS-TRG, (ICAO Doc 9868), Procedures for Air Navigation Services — Training 13 Manual on Air Traffic Controller Competency-based Training and Assessment (Doc 10056) 14 Manual on Air Traffic Safety Electronics Personnel Competency-based Training and Assessment (Doc 10057) Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 16  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT 4 TRM in ATCO Continuation Training 4.1 Method ‘TRM’ and ‘facilitation’ are used sometimes as synonyms (a word or phrase that means exactly or nearly the same as another word or phrase in the same language). However, the use of ‘TRM’ and ‘facilitation’ as synonyms is very incorrect because:  ‘TRM’ is a safety HF programme aimed at reducing teamwork-related errors, while  ‘facilitation’ is the learning method used in TRM to address HF topics and create knowledge to formulate their own personal methods to avoid the traps (errors, mistakes, etc.) highlighted and discussed during their continuation training. Thus, one might say that ‘facilitation’ is the tool that permits ‘TRM’ to reach its safety objective. During the facilitated session, the participants engage in peer-to-peer learning in contrast to the normal learning method of course instruction where the education is imparted in a series of lessons or class meetings with the instructor/lecturer teaching by giving a discourse on the subject. Peer-to-peer learning is a way of developing skill sets because the attendees pick up industry intelligence from their colleagues. If the ANSP continues to revert to the “standard” learning methods of delivery (teaching/lecturing), it likely will fail to acquire or upskill its staff. The 70:20:10 model15 reinforces how people enjoy learning, with 70% of it happening on the job. Research16 has highlighted that employees prefer to gain knowledge from colleagues and share insight among teams, while classroom training was low down on the preferred training method. 4.2 Responsibilities The responsibility for TRM rests mainly with the Training Unit, although often this responsibility is shared with other units/departments/divisions such as the HR/HP/HF Unit and/or the Safety Unit. During the 2017 TRM Implementation Survey17, the responses to the question about responsibility contrasted sharply with those of the previous surveys. In the preceding surveys, the responses indicated that it was the Unit Managers who were responsible for TRM. The following table presents a comparison between the replies received in the three surveys. 15 The 70:20:10 Model - A different view of work, performance and learning 16 An analysis of the value of the ways of learning at work: PART ONE – Modern Workplace Learning 2021 17 TRM Report – Implementation Survey 2017 Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 17  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT Unit HR/HP/HF Training Safety Senior Other Manager unit Unit Unit Management 2017 18.52 22.22 44.44 3.7 0 11.11 2014 36.84 26.32 21.05 5.26 10.53 0 2011 50 25 12.5 6.25 6.25 0 Table 3 Comparison between survey responses re responsibility for TRM Percentage of replies The following was noted from the comparison of replies:  A diminishing trend where responsibility for TRM laid with the Unit Manager;  An increasing trend of the Training Unit having the responsibility for organising TRM;  None of the 2017 respondents indicated that senior management is responsible for TRM;  Other units/entities shared responsibility for TRM in 2017. The following figure highlights these trends. 2017 2014 2011 50 25 0 UNIT MGR HR/HP/HF UNIT TRAINING UNIT SAFETY UNIT SENIOR MGT OTHER Figure 1 Trends re responsibility for TRM Percentage of replies In the past TRM was considered as a good practice, thus it was perhaps organised more at unit level. This happened particularly during the early implementation phase where TRM was ‘experimented’ in only a few units. Once the TRM programme matured, the responsibility would then be transferred to the training unit. The transfer of responsibility from unit management to the training unit could be also due to the inclusion of TRM as an acceptable means of compliance (AMC) to HF training during unit and continuation training of ATCOs. (See 3.3 and 3.4.) When TRM was declared an AMC to EU 2015/340, this changed its status to a Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 18  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT “soft” law and perhaps the service providers felt a need to centralise the programme to harmonise/standardise it because it became part of the ATCO training certification requirements. The authors were aware that the transfer of responsibility to the Training Unit happened early during 2017 in at least three organisations. This change seems to indicate that the transfer of responsibility was due to the effect of the regulation (EU 2015/340). The responsibility is in many cases shared between various units of the organisation, possibly due to a number of factors, predominantly that different units would be responsible:  for ATCO, ATSEP, and AIS/AIM TRM,  whether TRM is conducted during unit training or continuation training. Other changes noted when comparing the results of the 2017 survey with previous ones were the absence of the mention of senior management and the inclusion of three other units/departments of the service provision organisation. Again, maturity could be an explanation because once the TRM programme is ingrained in the organisation there is less need for senior management to be involved. 4.3 TRM Coordinator Establishing a TRM Coordinator helps extremely in the success of the TRM programme. This person essentially takes care of the administrative aspects of TRM such as organising the annual programme, overseeing participants’ attendance, coordinating with unit managers for the release of personnel to attend session, assigning facilitators and booking locations. Feedback is essential and the TRM coordinator is the focal point for feedback, not only from the participants but also from the facilitators and management. Additionally, the TRM Coordinator acts as a link between the TRM programme, the training unit and safety units because this person would gather information on interesting topics for discussion, safety issues, trends and regulatory updates. Therefore, the coordinator is in a better position to plan TRM campaigns and ensure adequate resources to address identified problems. Furthermore, the coordinator helps in establishing TRM as a Safety II tool because he/she can identify good lessons learned and incorporate them in the TRM campaign/sessions. The TRM Coordinator will have a holistic view of the TRM programme and how TRM fits into the ANSP’s training and safety activities. The role of the coordinator is enhanced if this person is a facilitator or has a psychology background. 4.4 Sequence The TRM programme has three stages: 1. Introduction 2. The 6 Modules and 3. Review Stages 1, Introduction, and 3, Review, of the TRM programme are dealt with in Chapters 5 and 6 respectively of this Document. Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 19  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT Stage 2 is the actual delivery of training and this is based on the six prototype modules, namely  Teamwork  Team Roles  Communication  Situational Awareness  Decision Making  Stress. The studies done during the development of TRM back in the early 90s have indicated that there is a natural sequence of how ATCOs address HF issues. This natural sequence was captured in the sequence of the six prototype modules. The sequence as identified in the studies was confirmed through experience when delivering the TRM training. Module 1. Teamwork – In the beginning, ATCOs need to explore what teamwork means in the air traffic control context and how newly- formed groupings differ from long lasting teams. Module 2. Team Roles – Once the ATCO understands how teams form and perform, then it is crucial for the ATCO to recognise the roles played by several actors in the ATC environment. These roles are all the more complex because of the subtle but important divisions of role allocation in some ATC situations. Module 3. Communication – When the ATCO is familiar with the roles in the ATC environment, then the ATCO is ready to look into how communication is done within the team and with others outside the team. Communication is often cited as the leading cause of error in aviation. Therefore, it is important that one gains an appreciation of the complexities which are inherent in this area. Module 4. Situational Awareness – The ‘mental picture’ is an essential element of the ATCO’s work. Thus, it is necessary for the ATCO to comprehend how the equipment enhances, or otherwise, his/her mental picture and how important it is that situational awareness between individuals is maintained. Module 5. Decision Making – After exploring Teamwork, roles, communication and situational awareness, the ATCO is now ready to look into the characteristics of decision making. In ATC there are several different types of decision making processes/methods, in particular tactical and strategic methods. The problems of judgement errors have to be addressed, also bearing in mind the attitudinal differences. Module 6. Stress – It is only after having worked through the other basic HF issues that the ATCO is ready to analyse the work stressors found in ATC, and in particular that stress which is found in the individual, besides those stressors that effect the team. The sequence of topics is only a recommended one; TRM programme developers can start with any topic. However, experience has shown that when ATCOs or other ATM professionals are faced with one of the later topics, there Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 20  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT is a natural tendency to first explore the earlier topics. In view of this, it is not recommended to start TRM sessions with ‘Stress’, even though this may look like a quick win as it addresses also the regulatory requirements regarding ATCO stress management. 4.5 Duration The duration of TRM sessions varies depending whether the sessions are being held during unit or continuation training. The duration of the session also depends on the audience being addressed. Figure 2 shows that often TRM sessions last one day. Duration of TRM sessions More, 9.68 3 days, 19.35 2 days, 22.58 1.5 day, 3.23 1 day, 35.48 0.5 day, 9.68 Figure 2 Duration of TRM sessions Percentage of replies The figure also clearly indicates that quite a number of providers prefer to have longer durations. The longer sessions are seen to bring more benefits mainly because they permit the facilitators to address more modules while allowing more time for learning activities and discussions. From the free-text comments in the surveys, it was noted that the duration of TRM sessions is not as straightforward as shown in the figure. Often, TRM sessions are run as part of ‘campaigns’ which span over two or three years. Therefore, the first year of the campaign would have longer main sessions, while the following years would include shorter refresher sessions. Some examples quoted in the surveys were: Year 1 Year 2 Year 3 3 days 0.5 day 2-year campaign 2 days 1 day 3-year campaign 2 days 1 day 0.5 day Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 21  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT 1 day 1 day 1 day Table 4 Examples of the duration of the sessions during TRM campaigns 4.6 Participants The 2017 survey indicated that the number of participants in a TRM session is often between 10 and 12. The number of participants varies according to several reasons, such as ATCO availability or unit in which the session is held. The larger audiences were mostly when managers, pilots, military ATCOs and other personnel attended the TRM session. Number of participants in a session 38.24 29.41 8.82 11.76 8.82 2.94 4-6 7-9 10 - 12 13 - 15 More Other Figure 3 Number of participants in a TRM sessions Percentage of replies 4.7 Facilitators The number of facilitators in a session varies from one to four depending on how many people attend the session. Normally there are two facilitators in a TRM session and it is highly recommended to have two facilitators. Studies on facilitation (IANS Facilitation Methodology and Processes18) indicate that a lone facilitator can handle small groups of participants, although having someone else to take notes of the discussion is always beneficial. 18 INSTITUTE OF AIR NAVIGATION SERVICES EUROCONTROL Facilitation Methodology and Processes Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 22  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT Co-facilitation is a process by which two or more individuals share facilitation duties with the presence of a second facilitator (co-facilitator) having various advantages:  Enables bigger discussion groups,  Permits writing on flip-charts of what is being said by the participants for easy reference to both the lead facilitator and the participants,  Helps the lead facilitator to keep neutral, balanced and on-track,  Ensures better time-keeping,  Provides emotional support,  Enhances facilitator competence as the facilitators can give peer-feedback to each other,  Provides additional energy to the group. In a number of ANSPs a qualified psychologist is available, sometimes even during the session, to answer very specific and technical questions regarding psychology or detailed HF matters. Additionally the psychologist, or sometimes even a dedicated trainer, can address stress management techniques. In such cases the facilitated discussion is paused while the psychologist presents or lectures on this specific topic/issue. Alternatively, the matter can be addressed in an ad hoc HF lecture, separate from the facilitated TRM session. “Failing to prepare is preparing for failure” is an oft-quoted cliché but, regrettably, it has been proven true too many times. Organising and running TRM sessions cannot be done on the fly, thus preparation is essential for good and successful TRM sessions. The 2017 survey report has indicated that the facilitators have usually two days to prepare their sessions. More preparation time will be needed when the session has to address new topics and new training material/learning techniques are going to be used. 4.8 Location Generally, TRM sessions were held at the unit, although outside locations came a close second as shown in the following figure from the 2017 survey. Most of the outside locations were hotels or similar establishments. Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 23  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT Location of TRM sessions Outside location, 32.35 ANSP HQ, 2.94 ANSP Training Centre, 26.47 Unit, 38.24 Figure 4 Location of TRM sessions Percentage of Replies In some organisations, the location varies depending on the type of session being held. TRM in unit training is conducted at the unit or training centre while TRM in continuation training is done at an outside location. 4.9 Learning Activities In section 4.1, it is clearly indicated that facilitation underpins the TRM programme. To quote from a paper presented at the 50th IFATCA annual conference in 201119: 5.1 TRM at an individual level focuses attention on personal performance, characteristics and beliefs. Because of this TRM effectively cannot be taught. However, safety related attitudes and behaviours can be learned. That is why TRM courses are focused on helping participants learn by themselves in a practical manner, rather than delivering classroom based teaching. 5.2 Involvement: Teaching TRM in a traditional manner is contrary to the essence of TRM. Listening to classroom lectures provides little interaction or involvement from participants. It is the involvement along with an open critical view towards oneself and others that is the core of TRM. 19 WP No. 156 Evaluating Team Resource Management Implementation within ATC and to Define the Practice for IFATCA, Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 24  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT 5.3 Facilitators: This is why TRM sessions are centered around a facilitator with operational ATC experience who is trained in assisting participants develop their own ideas and positive attitudes, and in creating an environment which stimulates learning. It is evident that facilitation revolves around group discussion and the facilitator has a number of tools to use to ensure a good group discussion. Group discussion is facilitator-controlled process during which those taking part think about a particular aspect of their work and share experiences in order to achieve a training objective. All the participants do not only share the knowledge and experience present in the group but also share in applying their knowledge and experience to a specific topic or problem, thus adding to the value of their knowledge. The facilitator, therefore, fulfils the role by asking good questions to clarify understanding and challenge assumptions. The quality of discussion is very dependent on the quality of the questions asked by the facilitator because good questions make people think, take part in the discussion, clarify understanding and stimulate an active approach to the topic. Prior to the session, the facilitator has to prepare scenarios for discussion. Various support tools are used in creating these scenarios. The 2017 survey confirmed that ATC case studies are the most popular learning tool, followed closely by videos and problems identified in internal investigation reports. Often the facilitators use a combination of tools in order to enliven and energise the participants. Some providers indicated that they use also:  Room escape exercise,  Psychological techniques of self-development,  Case studies in method of psychodrama,  Games. On the other hand, at the bottom of the scale, was the use of ATC simulators in TRM sessions. The low use of ATC simulators supports the view expressed by various TRM practitioners who state that it is very difficult to do TRM in combination with simulations. The simulator environment makes it quite difficult to have a team discussion because it constraints the number of persons who could be present. Even if a group of people is present in the simulator, only one, two at most, can actually participate in the simulation while the others can only observe. Consequently, they would not have the same shared experience. Even if the observers were to repeat the same exercise as ATCOs on the simulator, there is no guarantee that the outcome would be the same as the preceding/following one. Simulators mimic the high performance/high speed Ops environment whilst stepping off the “hamster wheel” is conducive to fruitful HF related discussions Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 25  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT The figure shows the responses received during the 2017 survey. Learning activities during TRM sessions 15.70 14.88 14.88 14.05 9.92 9.09 9.09 6.61 3.31 2.48 Figure 5 Learning activities during TRM sessions Percentage of replies Topics for the sessions/campaigns EUROCONTROL Prototype material, 20.75 Identified factors from internal reports, 32.08 Factors/issues from external reports, 18.87 New regulatory requirements, 15.09 Other, 13.21 Figure 6 Sources for topics for TRM sessions/campaigns Percentage of replies The topics for discussion come from a number of different sources, the main one being the identified causal/contributory/contextual factors from internal reports (investigation reports, safety survey reports, safety assessment reports). Safety reports from other high-risk industries and regulatory requirements also drive the Edition Validity Date: 26/04/2021 Edition: 1.0 Status: Released Issue 26  Guidelines for the Implementation and Enhancement of TRM TEAM RESOURCE MANAGEMENT TRM programme. Additionally some providers have indicated that they also use information from other sources, such as:  Emerging issues  Training needs, detected in the Ops room through observation over the shoulders techniques, interviews and focus group, and during training sessions,  Input from Unit/training managers of the specific unit, based on their daily impressions and identified potential issues,  Changes (technology, team dynamics, adaptation to change, etc.)  Internal Requirements such as: - Leadership and Managerial Skills, - Application of Leadership, - Teamwork Skills, - ATCO Assessor reports, - Happiness and Resilience campaigns. Many ANSPs use the EUROCONTROL prototype material, which according to the survey respondents was the second-most common source of topics. Many providers have delivered their own modules that dealt with a wide variety of topics including:  Local issues,  The human, Error management (Human errors),  Drift into failure/bending the rules,  Aging (getting older as an ATCO),  Automation, Impact of New Automation, New Technology,  Change of working style between planner and executive controller after switch to