BOOM Behaviour Oriented Observation Method

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

2. BOOM TRAINING MANUAL - DEBRIEFING TRAINING RELEASE 2003 2 The debriefing training Debriefing objectives Debriefing principles How to promote learning? Facilitate the interview The use of video as a feedback tool The BOOM FORM: parts D, E and F Note the program on the Flip chartNote the program on the Flip chart

3. BOOM TRAINING MANUAL - DEBRIEFING TRAINING RELEASE 2003 3 Debriefing objectives Obtain the BOOMEE's version of the observed behaviours Highlight how BOOMEE awareness of his/her own behaviours can impact on safety Identify the behaviours to be improved that have potential negative impacts on the team performance or safety Establish areas of behaviour that might be changed to improve the performance of the team The debriefing will allow you and the BOOMEE to clarify aspects of their observed behaviour. With this information and the observed contextual conditions you will be able to discuss if the observed behaviour was the most appropriate for the circumstances and risks that might be associated with this behaviour, if any. The main objective is to make the BOOMEE more aware of his/her behaviours that affect the functioning of the team and which in turn may influence the effectiveness of the team outputs. Often observed (recorded) behaviours may have occurred without the BOOMEEs� understanding of their potential consequences, some of which may not be easily anticipated. The BOOMER's role is to increase the risk awareness of the BOOMEE and explore this in an open and non-threatening way. One of the debriefing outcomes should be the identification of the potential negative consequences (risks), regarding safety, of some BOOMEEs� behaviours. Together with the BOOMEE, you should generate alternative behaviours that decrease the identified risks. To ensure the commitment of the BOOMEE it is useful to reach an agreement after the discussion generated by your questions. Transition to next slide: �let�s examine some debriefing principles.�The debriefing will allow you and the BOOMEE to clarify aspects of their observed behaviour. With this information and the observed contextual conditions you will be able to discuss if the observed behaviour was the most appropriate for the circumstances and risks that might be associated with this behaviour, if any. The main objective is to make the BOOMEE more aware of his/her behaviours that affect the functioning of the team and which in turn may influence the effectiveness of the team outputs. Often observed (recorded) behaviours may have occurred without the BOOMEEs� understanding of their potential consequences, some of which may not be easily anticipated. The BOOMER's role is to increase the risk awareness of the BOOMEE and explore this in an open and non-threatening way. One of the debriefing outcomes should be the identification of the potential negative consequences (risks), regarding safety, of some BOOMEEs� behaviours. Together with the BOOMEE, you should generate alternative behaviours that decrease the identified risks. To ensure the commitment of the BOOMEE it is useful to reach an agreement after the discussion generated by your questions. Transition to next slide: �let�s examine some debriefing principles.�

4. BOOM TRAINING MANUAL - DEBRIEFING TRAINING RELEASE 2003 4 Debriefing principles Each BOOMER interviews the BOOMEE that he/she observed during the training session The BOOM FORM should be used as a guide during the interview Re-run the video (if available) as a support for this part of the session An explanation should be given to the BOOMEE describing the frame of the interview (philosophy, objectives, constraints, process) Provide guided discussion of how behaviour might be changed to improve team performance Try to relate the outcome with a TRM domain The debriefing helps you to avoid erroneous assumptions on the observed behaviours and to understand them from the controller�s perspective. The BOOM FORM should be used as a guide during the interview, in order to focus on each of the observed behaviours. Re-run the video (if available) in order to provide objective data and support discussion. Before beginning the debriefing session you have to be sure that the BOOMEE has understood the �rules�. To do so, you should explain to him/her the frame of reference for the interview (philosophy, objectives, constraints, process). These should have been identified by management and incorporated in an implementation document on policy and procedures. Message to the trainer: WARNING: there is a hypertext link on �explanation� which provides an example of an introduction to a debriefing. You should focus on contextual conditions and on the controller�s experience during the session and then you should reach an agreed constructive feedback. As BOOM is a TRM follow-up, you should try to relate the outcome of the discussion with a TRM domain. The outcomes of your discussion should be written down by the BOOMEE her/himself. Transition to next slide: �the main principle is to allow the BOOMEE to learn. Let�s see how to promote learning.� The debriefing helps you to avoid erroneous assumptions on the observed behaviours and to understand them from the controller�s perspective. The BOOM FORM should be used as a guide during the interview, in order to focus on each of the observed behaviours. Re-run the video (if available) in order to provide objective data and support discussion. Before beginning the debriefing session you have to be sure that the BOOMEE has understood the �rules�. To do so, you should explain to him/her the frame of reference for the interview (philosophy, objectives, constraints, process). These should have been identified by management and incorporated in an implementation document on policy and procedures. Message to the trainer: WARNING: there is a hypertext link on �explanation� which provides an example of an introduction to a debriefing. You should focus on contextual conditions and on the controller�s experience during the session and then you should reach an agreed constructive feedback. As BOOM is a TRM follow-up, you should try to relate the outcome of the discussion with a TRM domain. The outcomes of your discussion should be written down by the BOOMEE her/himself. Transition to next slide: �the main principle is to allow the BOOMEE to learn. Let�s see how to promote learning.�

5. BOOM TRAINING MANUAL - DEBRIEFING TRAINING RELEASE 2003 5 How to promote learning? Keep feedback as positive as you can, avoid any negative statements where possible Feedback should be sensitive The debriefing should be open and honest Propose that the BOOMEE writes down the way to improve the identified weaknesses on his/her copy of the BOOM form To be effective and to promote learning, the BOOMER should stick to several rules in the debriefing management. Feedback should include positive elements to reinforce good practices and help the BOOMEE to build confidence in the BOOMER (to avoid the BOOMEE thinking ��he only finds fault with everything I do��) As a BOOMER you should show empathy and understanding of the BOOMEE's point of view. If the BOOMEE is upset, the learning process is threatened because he/she may become angry. Debriefing should be two-way, providing the BOOMEE with the opportunity to ask questions. At the end of the discussion, if an improvement of a behaviour is identified then the BOOMEE should write it down in his/her own words on the BOOM FORM. This will encourage his/her commitment to changing his/her behaviour. Transition to next slide: �one way to promote learning is to facilitate the interview.� To be effective and to promote learning, the BOOMER should stick to several rules in the debriefing management. Feedback should include positive elements to reinforce good practices and help the BOOMEE to build confidence in the BOOMER (to avoid the BOOMEE thinking ��he only finds fault with everything I do��) As a BOOMER you should show empathy and understanding of the BOOMEE's point of view. If the BOOMEE is upset, the learning process is threatened because he/she may become angry. Debriefing should be two-way, providing the BOOMEE with the opportunity to ask questions. At the end of the discussion, if an improvement of a behaviour is identified then the BOOMEE should write it down in his/her own words on the BOOM FORM. This will encourage his/her commitment to changing his/her behaviour. Transition to next slide: �one way to promote learning is to facilitate the interview.�

6. BOOM TRAINING MANUAL - DEBRIEFING TRAINING RELEASE 2003 6 Facilitate the interview Be attentive to the rhythm of speech Do not hesitate to re-phrase Be very careful not to suggest an answer make a personal judgement (you are in a training process) Re-phrase questions when necessary and go beyond the �I don�t know�, �I can�t remember�, �yes/no�, and �hums��. Pay attention to your rhythm of speech: a measured and steady rhythm generally indicates a person is thinking about what they�re saying Do not hesitate to re-phrase or to ask the controller to re-phrase (say it in another way) ideas which were not clearly expressed. Be careful not to: suggest an answer by mentioning a positive interpretation for example. make a personal judgement; you are in a training process not an assessment re-phrase questions when necessary and go beyond the �I don�t know�, �I can�t remember�, �yes/no�, and �hums��. Let�s see how to do it. Message to the trainer: WARNING: there is a hypertext link in the slide with access to some examples.Pay attention to your rhythm of speech: a measured and steady rhythm generally indicates a person is thinking about what they�re saying Do not hesitate to re-phrase or to ask the controller to re-phrase (say it in another way) ideas which were not clearly expressed. Be careful not to: suggest an answer by mentioning a positive interpretation for example. make a personal judgement; you are in a training process not an assessment re-phrase questions when necessary and go beyond the �I don�t know�, �I can�t remember�, �yes/no�, and �hums��. Let�s see how to do it. Message to the trainer: WARNING: there is a hypertext link in the slide with access to some examples.

7. BOOM TRAINING MANUAL - DEBRIEFING TRAINING RELEASE 2003 7 BOOM FORM: parts D, E & F After discussing each observed item, the reached agreement is written down in Part D BOOMER and BOOMEE discuss ways to improve this identified behaviour or to use them in other situations with the aim of improving safety (Part E) A final part, �General comments�, offers the possibility to make other comments (Part F) Complete parts D, E and F. Part D After discussing each observed item, the agreement reached is written down in the BOOM FORM. Part E BOOMER and BOOMEE find a way together to improve this identified behaviour or where a good behaviour is identified, to imagine how this may used in other situations with the aim of improving safety. The �improvement� part has to be completed by the BOOMEE. Part F The final part, �General comments�, offers the possibility to make other comments or come to a general conclusion. In part F, you can also note if the BOOMEE agreed with the outcome of the debriefing on the observed behaviour. It�s optional, but recommended to encourage the learning process. Complete parts D, E and F. Part D After discussing each observed item, the agreement reached is written down in the BOOM FORM. Part E BOOMER and BOOMEE find a way together to improve this identified behaviour or where a good behaviour is identified, to imagine how this may used in other situations with the aim of improving safety. The �improvement� part has to be completed by the BOOMEE. Part F The final part, �General comments�, offers the possibility to make other comments or come to a general conclusion. In part F, you can also note if the BOOMEE agreed with the outcome of the debriefing on the observed behaviour. It�s optional, but recommended to encourage the learning process.

8. BOOM TRAINING MANUAL - DEBRIEFING TRAINING RELEASE 2003 8 Recall Example 1. Remember to say �this is an example of how a discussion/debrief might go.� The BOOMEE is the executive controller. I (as a BOOMER) observe the controller putting the headset on (before that he was working with the microphone for a while). Then, to help me understand the reason for this action, I note down some contextual elements: crossing of 3 aircraft, noiseless room. My first interpretation is that the controller is stressed by the traffic crossing and, even if the room is calm, he prefers to put the headset on to concentrate on the situation. In C1, I checked with the BOOMEE my first interpretation: the crossing was difficult and the controller wanted to concentrate. So in order to manage his own resources he put the headset on. I have two questions to ask in order to check my thinking. C2. Ask questions to determine the BOOMEE's version of what was happening. C3. Ask questions to know which kind of risk was being managed. Message to the trainer: Read the BOOMEE��s answer to the trainees Concerning the possible improvement, this section, in that case, is not applicable (NA). There is no identified improvement for this behaviour. Transition to next slide: let�s see Example 2Recall Example 1. Remember to say �this is an example of how a discussion/debrief might go.� The BOOMEE is the executive controller. I (as a BOOMER) observe the controller putting the headset on (before that he was working with the microphone for a while). Then, to help me understand the reason for this action, I note down some contextual elements: crossing of 3 aircraft, noiseless room. My first interpretation is that the controller is stressed by the traffic crossing and, even if the room is calm, he prefers to put the headset on to concentrate on the situation. In C1, I checked with the BOOMEE my first interpretation: the crossing was difficult and the controller wanted to concentrate. So in order to manage his own resources he put the headset on. I have two questions to ask in order to check my thinking. C2. Ask questions to determine the BOOMEE's version of what was happening. C3. Ask questions to know which kind of risk was being managed. Message to the trainer: Read the BOOMEE��s answer to the trainees Concerning the possible improvement, this section, in that case, is not applicable (NA). There is no identified improvement for this behaviour. Transition to next slide: let�s see Example 2

9. BOOM TRAINING MANUAL - DEBRIEFING TRAINING RELEASE 2003 9 Recall Example 2. The BOOMEE is the planning controller. I (as a BOOMER) saw the planning controller making suggestions to the trainee. Then, to help me to understand the reason for this action, I note down some contextual elements: On the job training session, 3 persons are working, difficult crossing with an aircraft which is catching up with another. My first interpretation is that the planning controller helps the trainees understand the situation, and tries to work as a team. In C1, I confirm my first interpretation: the planning controller wanted the trainee to be comfortable. I have two questions to ask in order to check my thinking. C2. Ask questions to determine the BOOMEE's version of what was happening. C3. Ask questions to know which kind of risk was being managed. Message to the trainer: Read the BOOMEE��s answer and the possible agreed improvement of this behaviourRecall Example 2. The BOOMEE is the planning controller. I (as a BOOMER) saw the planning controller making suggestions to the trainee. Then, to help me to understand the reason for this action, I note down some contextual elements: On the job training session, 3 persons are working, difficult crossing with an aircraft which is catching up with another. My first interpretation is that the planning controller helps the trainees understand the situation, and tries to work as a team. In C1, I confirm my first interpretation: the planning controller wanted the trainee to be comfortable. I have two questions to ask in order to check my thinking. C2. Ask questions to determine the BOOMEE's version of what was happening. C3. Ask questions to know which kind of risk was being managed. Message to the trainer: Read the BOOMEE��s answer and the possible agreed improvement of this behaviour

10. BOOM TRAINING MANUAL - DEBRIEFING TRAINING RELEASE 2003 10 Conclusion The BOOM FORM is a recording sheet You may wish to make a copy and ask the BOOMEE to bring it to a future simulation session in order to follow the learning progress Now let�s practise with video The issue of records and how they are kept should be decided in a policy and procedures document for the implementation of BOOM. Transition to next slide : it�s time now to practice in order to become familiar with the method. Message to the trainer: You should use the VIDEOTRAINING INSTRUCTION and MODEL RESPONSE document to facilitate this part of the training. The issue of records and how they are kept should be decided in a policy and procedures document for the implementation of BOOM. Transition to next slide : it�s time now to practice in order to become familiar with the method. Message to the trainer: You should use the VIDEOTRAINING INSTRUCTION and MODEL RESPONSE document to facilitate this part of the training.

11. BOOM TRAINING MANUAL - DEBRIEFING TRAINING RELEASE 2003 11 OK Let�s Practise! We will show you some video footage of controllers at work Your job is to observe these sequences for 20 minutes and record what you see on the BOOM FORM using steps A to B Try and make a preliminary interpretations using Part C1, C2 and C3 of the BOOM form Then we will debrief using a model response Message for the trainer: Use the VIDEO PRACTICE INSTRUCTION AND MODEL RESPONSE to help you to facilitate this exercise. You are provided with two video sequences of controllers at work After viewing the video. You may wish to provide and example of how to use the BOOM form. Use a flip chart laid out like a BOOM form. Enter information A B and C as desired. Message for the trainer: Use the VIDEO PRACTICE INSTRUCTION AND MODEL RESPONSE to help you to facilitate this exercise. You are provided with two video sequences of controllers at work After viewing the video. You may wish to provide and example of how to use the BOOM form. Use a flip chart laid out like a BOOM form. Enter information A B and C as desired.

12. BOOM TRAINING MANUAL - DEBRIEFING TRAINING RELEASE 2003 12 Model debriefing to the BOOMEE �Now we are going to debrief together the observation session. We have taken notes of the things that have appeared important to us and we would like your comments and explanations during this interview. We have reviewed and organised our information and notes in order to prepare this interview. We have noted down all the observations that we would like to discuss with you. In order to help you verbalise and comment on your activity we are going to ask you some questions. You may find some of these questions surprising, meaningless or fundamentally obvious. It may also happen that the first answers that come to your mind seem trivial to you. Nevertheless, try to answer all questions. They may help you think and reflect on what happened. Of course, if you have personal comments to make on sequences we have not planned to debrief, feel free to ask us. Do not hesitate to take time to think about your answers. The interview will last approximately 1 hour. We are going to take notes throughout the meeting to be able to complete the BOOM FORM.� Message for the trainer: Ask the trainees to read it. Mention that this model is in their BOOMER MANUAL.Message for the trainer: Ask the trainees to read it. Mention that this model is in their BOOMER MANUAL.

13. BOOM TRAINING MANUAL - DEBRIEFING TRAINING RELEASE 2003 13 Rephrasing questions ��I don��t know�� When you say �I don��t know�, tell me what you do know ? ��I don��t remember�� OK what do you remember? ��I have no idea�� OK, what might have happened? ��hum,��� What are you thinking about while you say �hum�? When the answer of the BOOMEE provides insufficient information, do not hesitate to rephrase your question. This slide shows some examples of rephrasing a question following a poor response:When the answer of the BOOMEE provides insufficient information, do not hesitate to rephrase your question. This slide shows some examples of rephrasing a question following a poor response:

14. BOOM TRAINING MANUAL - DEBRIEFING TRAINING RELEASE 2003 14 We suggest you set up a role play session to practise what you have learned Running a simulation session with the BOOMER trainees is a great way to help them understand the use of the BOOM method and forms. We suggest you do this, reversing the roles of observer and observed. Remember to include a practice debriefing of the observed person. Remember the BOOMER must obtain permission to use a video from all the parties involved. Message for the trainer: Now to recap (next slide).Running a simulation session with the BOOMER trainees is a great way to help them understand the use of the BOOM method and forms. We suggest you do this, reversing the roles of observer and observed. Remember to include a practice debriefing of the observed person. Remember the BOOMER must obtain permission to use a video from all the parties involved. Message for the trainer: Now to recap (next slide).

15. BOOM TRAINING MANUAL - DEBRIEFING TRAINING RELEASE 2003 15 Message for the trainer: Go over the points above one by one. Message for the trainer: Go over the points above one by one.

16. BOOM TRAINING MANUAL - DEBRIEFING TRAINING RELEASE 2003 16 END OF BOOM TRAINING

17. BOOM TRAINING MANUAL - DEBRIEFING TRAINING RELEASE 2003 17 Message for the Trainer: Use this slide to outline process of BOOM Use this slide to review the process of BOOM when you feel it is required. It is at the end of all the Power Point presentationsMessage for the Trainer: Use this slide to outline process of BOOM Use this slide to review the process of BOOM when you feel it is required. It is at the end of all the Power Point presentations