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INTRODUCTION TO CREW RESOURCE MANAGEMENT

Table of Contents

Session Plan ....................................................................................................................... 2

Introduction to Crew Resource Management (CRM) .................................................... 3
Course introduction ........................................................................................................... 3
What is CRM training ................................................................................................. 6
Crew Resource Management objective .................................................................... 6
Background to CRM ................................................................................................... 9
Introduction of CRM to the airline and aircrew ...................................................... 10
Requirements for success with Crew Resource Management ............................. 12
SHELL - A conceptual model of human factors...................................................... 13
Examples and statistics of human factor related accidents ..................................... 20
Examples of recent accidents ................................................................................. 20
Primary causal factors for all fatal accidents (CAP 1036) .................................... 24
CAA Significant Seven .............................................................................................. 25
Questions to assess exposure to ‘Significant Seven’ safety risks ........................ 27
References ........................................................................................................................ 28

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Module 1

Introduction to Crew Resource Management

Session Plan

Module no 1

Module title Introduction to Crew Resource Management

Duration 2 hours

Optimal class size 6 to 12

Learning On completion of this module the student will be able to define CRM, understand the
Objectives background to its conception, and the importance of CRM in the organisation and in
flight safety

Delivery method Facilitation

Trainer Trainer to have completed 5 day CRM Trainer core course.

qualifications

Student None
prerequisites

Trainer materials PowerPoint Module 1

Whiteboard, Flipchart

Participant Handouts – Company specific syllabus (if one exists), CAA Significant Seven statistics.
materials

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Introduction to Crew Resource Management (CRM)

Slide – Header slide

Course introduction
Use the following guidelines to provide an appropriate personal welcome to the course.

Slide – Introduction

Trainer introduction
Good morning and welcome to this Crew Resource Management course. The course runs
for 2/3 days (operator’s discretion). It is a very practical course run in an informal and
friendly manner, and you will find you will be participating a great deal throughout.
Trainer to introduce self and allow class to introduce themselves.

Distribute name cards for completion if required

As a prompt, I will highlight some pointers to give you direction.

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Student introduction

Slide – Student introduction

Domestic arrangements

Slide – Domestic arrangements

 Timings: Start, finish, breaks.

 Food & refreshments: Obtained from…..?
 Toilets: Location.
 Smoking policy: Permissible smoking areas.
 Fire or emergency in the building: Escape routes, assembly point, take
responsibility or delegate someone to do a headcount.
 Mobile phones: Please turn them off.
 Language. If mixed nationalities be aware of different comprehension
limits. If speaking the same language be aware that accents and
dialects may be different, also there may be jargon or abbreviations
that the students are not familiar. Set the tone for students to speak up

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if they are not clear about what you are saying or if they miss
something.
 Contract between us. Express the need to respect each other and
uphold confidentiality.
This is your course, please participate as much as possible, the more input you give the
course, the more you will get out of it.

Syllabus
Work through the syllabus

Handout - CRM training syllabus – Company specific

Trainer information - Authority’s CRM training requirements

EASA - CRM training should include the following elements:
 Human error and reliability, error chain, error prevention and detection.
 Company safety culture, SOPs, organisational factors.
 Stress, stress management, fatigue & vigilance.
 Information acquisition & processing, situation awareness, workload
management.
 Decision making.
 Communication and co-ordination inside and outside the cockpit.
 Leadership and team behaviour, synergy.
 Automation, philosophy of the use of automation (if relevant to the
type).
 Specific type related differences.
 Case based studies.
 Additional areas identified by the accident prevention and flight safety
programme (NB. of the operator).

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What is CRM training

Slide – CRM

The origin of Crew (or Cockpit) Resource Management (CRM) training is most often traced
to a NASA workshop in 1979 that focused on improving air safety by reducing human
error. The workshop was convened to consider NASA research which indicated that the
majority of aviation accidents were caused by failures of interpersonal communication,
leadership, and decision making in the cockpit.
Training which derived from this workshop was initially titled Cockpit Resource
Management, but this title was soon replaced by Crew Resource Management as study in
the field soon concluded that flight safety was under the influence of all crew, and indeed
all personnel in the aviation system, not only those on the flight deck.
Crew resource management may be defined as follows:

Crew resource management is the effective utilisation of all available

resources e.g. crew members, aircraft systems, supporting facilities and
persons, to achieve a safe and efficient operation. (EASA- AMC & GM to Part ORO)

Crew Resource Management objective

Slide - CRM objective

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The objective of Crew Resource Management is to enhance the communication and

management skills of the flight crew members concerned. The emphasis is placed on the
non-technical aspects of flight crew performance.
CAP737¹ describes the objectives of CRM as being:
 To enhance crew and management awareness of human factors which
could cause or exacerbate incidents which affect the safe conduct of
air operations.
 To enhance knowledge of human factors and develop CRM skills and
attitudes which when applied appropriately could extricate an aircraft
operation from incipient accidents and incidents whether perpetrated
by technical or human factor failings.
 To use CRM knowledge, skills and attitudes to conduct and manage
aircraft operations, and fully integrate these techniques throughout
every facet of the organisation culture, so as to prevent the onset of
incidents and potential accidents.
 To use these skills to integrate commercially efficient aircraft
operations with safety.
 To improve the working environment for crews and all those associated
with aircraft operations.
The objective of this CRM training course follows the Authority’s intention:
The course is designed to promote group participation and we will encourage as much
input and feedback as you can offer.
CRM training is intended to raise the issue of human error without pointing the finger of
blame at any individuals and to take positive steps to minimise the occurrence of incidents
and accidents. This will not necessarily be achieved by teaching theory; it needs to become
a state of mind with constant awareness of the possible traps and an active pursuit of
more effective performance.
Throughout the course we aim to promote an awareness of our behavioural attitudes and
improve communication and interpersonal relationships with all those involved in the
aviation system which incorporates the entire crew and those that the support our
operation such as ATC, ground personnel and maintenance units.
Most passengers board an aircraft having spoken no more than a couple of words to the
check-in agent, grunted at the security personnel and occasioned a polite hello to the
cabin crew as they board. For many of them due to their ignorance of what goes on behind
the scenes, the whole flying process appears to consist of the operating crew plus one or
two other support groups. However for those of us working within the industry and seeing
the “big picture”, we know that the reality is very different.
*Within this manual there is reference ‘aircrew’, this may be pilots and/or cabin crew - as
depicted in EASA-OPS.

Question

What groups are involved with a single typical flight and the operating aircrew? Split into
two areas; within the airline/operator and outside the airline/operator.

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Answer

Whiteboard - List points as students answer

Within airline/operator:
 Operations/traffic.
 Crewing/rostering.
 Training departments.
 Other crew members.
 Management.
Outside airline/operator:
 Engineers.
 Fuelling personnel.
 Airport fire service.
 Cleaners.
 Caterers.
 Security.
 Check-in staff.
 Handling agent.
 Baggage handlers.
 ATC.
 Weather briefing.
 Occasionally, inspectors from the Aviation and Association Authorities.
Effective aircrew members need to have good interpersonal relationships with all the
groups we have just mentioned.
If this is the case, in the unlikely event of something looking slightly out of the ordinary to
one of the ground support staff, there is more chance of them discussing it with an aircrew
member. If however, you appear to be aloof, or have just bitten their head off for
something that was not their fault then there is a good chance they will think twice.
Enhancing the relationship between all the crew onboard and all of the ground personnel
involved in the aviation system makes for a better working atmosphere, with less tension –
tension creates stress, which in turn fosters the ideal conditions for human error.

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Background to CRM
Slide – Early technology

In the days of early technology, human error was the cause of many safety related
incidents.

Slide – Advanced technology

Human errors continued to repeat even with advanced technology.

Slide - Lessons learnt from the aviation industry

Extensive study has been applied to the causal factors of aviation accidents; research has
been carried out by:

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From this research human performance has been cited as the causal factor in the majority
of accidents. It is generally accepted that greater than 75% of accidents have human error
as a major factor.
In recent years the study and application of an error avoidance programme within the
aviation industry called Crew Resource Management (CRM), has become mandatory for
many Civil and Military aircraft operations worldwide.

Slide – Error management strategies

Aviation uses error management strategies to improve safety. Error management is based
on:
 Understanding the nature and extent of error/risk.
 Changing the conditions that induce error.
 Determining the behaviours that prevent or mitigate error.

Introduction of CRM to the airline and aircrew

The introduction and development of CRM in the aviation industry has led to recognition
that safety and efficiency require a team effort and that the team involves more than just
the flight deck crew.

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In the early years of commercial aviation the captain was considered the only important
individual involved in flight safety. The stereotypical captain was a white scarfed, goggled
pilot who had such personality traits as independence, macho, bravery and individualism.
As aircraft grew larger and operations grew more complex and demanding, a co-pilot was
added to the flight crew. The first co-pilots were considered redundant pilots. Their
function was simply to provide an operational backup in the rare event that the captain
became incapacitated, and to provide support and reduce the workload for the captain if
they were asked to do so.
Initially many captains did not like the idea and for several years the co-pilot did little more
than make out the flight plans for the captain to approve and sign and handle the radio
communications.
In the 1980’s as accidents and incidents were evaluated, it became clear that the
technical ability of the crew was very seldom the sole cause of the accidents and
incidents.
It appeared that frequently there was:
 Less than optimum communication within the cockpit.
 Crew interface problems that included:
 Inadequate leadership.
 Poor cockpit management.
 Less than optimum group decision-making.
From 60 – 80% of aircraft hull loss accidents in commercial air transport have been
attributed to the flight crew for almost as long as records have been kept. Something
different had to be done. Despite improvements in the overall safety record, neither
industry nor regulatory efforts had been able to change the disheartening and
unsatisfactory relationship between accidents and the operational behaviour of the
cockpit crew.
Crew Resource Management was introduced by the UK CAA in 1993 for the practical
application of Flight Deck Management techniques. This was reinforced in 1995 for
recurrent training.

Introduction of CRM into the UK Military

In 1994 the RAF set up a working group to re-evaluate their aircrew training. They found
that they provided excellent training in the areas of technical knowledge and “stick and
rudder skills”. Under the heading of personal knowledge skills they found that physiology
was covered in the form of aero medical training but that part of the physiological aspects
were missing. At the same time, the Army Air Corps (AAC) was reviewing its Human Factors
training, comparing it to the ICAO syllabus and noted the omission of Crew Resource
Management particularly in the subject areas of effective communication, situational
awareness and decision making. The RAF and AAC became committed to introducing CRM
to their aircrew and in early 1995 set up the Crew Resource Management Implementation
working group to study CRM in more detail. CRM training is now an integral part of military
aviation training in the UK.

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Requirements for success with Crew Resource Management

Certain factors should be in place to ensure effective CRM is established and is
maintained within the airline/operation and its aircrew. To do this we need support across
the board:

Slide - Requirements/blocks for success with CRM

Whiteboard – Draw wild west scenario

Pioneers Settlers
Make the Go with the
change change

Old dogs Well poisoners

Happy as things are Do anything to stop
don’t want to change the change

Whiteboard – Change sea-saw

When enough people make the change the sea-saw will tip.

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If you have old dogs and well poisoners amongst your colleagues then their approach and
understanding of CRM needs to change. They need encouragement and awareness that
CRM has a very valid place in your operation. It is often those people who think they need
CRM the least that actually need it the most.
Other reasons for it not succeeding are perhaps:
 Fear of failure
No one likes to make mistakes, and to have them looked down on by
someone else is a big fear. Adults take their mistakes to heart. Often
we would rather sweep them under the carpet and hide them.
 CRM delivery methodology
Is it just a tick in the box exercise? Are the crew left on their own
watching a CRM video for an hour with no debrief and no discussion to
follow? Is the session delivered as pure instruction or is it a facilitated
session allowing the aircrew to input their opinions and thoughts.

SHELL - A conceptual model of human factors

Slide – SHELL model

The SHEL Model was originally conceived by Edwards in 1972, with the name derived from
the Initial letters of the components of the model (Software, Hardware, Environment, and
Liveware).

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In 1975, Frank Hawkins (A KLM Captain) developed the concept into the ‘SHELL Model’
with the introduction of another Liveware into Edwards original SHEL Model.
The most pertinent difference between Edwards’s SHEL Model (1972) and Hawkins’s
SHELL Model (1975) is that Hawkins urged for the necessity of another ‘Liveware’ (the
person) and using diagrams, illustrated the interactions between the central Liveware and
each of the other four systems.
The SHELL Model now adopted by ICAO, is a useful and graphical aid to the understanding
of Human Factors, as it allows for a gradual approach to comprehension with a diagram
that can be built up incrementally to display the concept of the model using various blocks
to represent the different components of Human Factors. As each block is introduced the
need to match the components can be highlighted.
The following interpretations are suggested:

Software Procedures, symbology, manuals, rules and regulations,

training, computer software etc.

Hardware Aircraft, ground equipment, ergonomics etc.

Environment The situation in which the S-H-L system must function. e.g.
noise, lighting, temperature, space , economic climate of
the industry etc.

Liveware Human – you - including colleagues, managers,

supervisors, domestic pressures, etc.

In this model the match or mismatch of the blocks (interface) is just as important as the
characteristics of the blocks themselves. A mismatch can be a source of human error.
It should be mentioned that this building block diagram is only intended as a basic aid to
understanding Human Factors.

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Slide – L (Liveware)

Liveware
In the centre of the model is a person, the most critical as well as the most flexible
component in the system.
People are subject to considerable variations in performance and suffer many limitations,
most of which are now predictable in general terms.
The edges of this block are not simple and straight, and so the other components of the
system must be carefully matched to them if stress in the system and eventual breakdown
are to be avoided.
In order to achieve this matching, an understanding of the characteristics of this central
component is essential. Some of the more important characteristics are the following:
 Physical size and shape
This considers the design of the aircraft workplace and of most
equipment ranging from a flight deck seat through to a cabin crew meal
cart, a vital role is played by body measurements and movements,
which will vary according to age and ethnic and gender groups.
Decisions must be made at an early stage in the design process, and
the data for these decisions are available from anthropometry and
biomechanics.
 Physical needs
This incorporates people's requirements for food, water and oxygen.
Data is available from physiology and biology.
 Input characteristics
Humans have been provided with a sensory system for collecting
information from the world around them, enabling them to respond to
external events and to carry out the required task. But all senses are
subject to degradation for one reason or another and the sources of
knowledge here are physiology, psychology and biology.
 Output characteristics.
Once information is sensed and processed, messages are sent to the
muscles to initiate the desired response, whether it is a physical control

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movement or the initiation of some form of communication. Acceptable

control forces and direction of movement have to be known.
Biomechanics, physiology and psychology provide such knowledge.
 Information processing
These human capabilities have severe limitations. Poor instrument and
warning system design has frequently resulted from a failure to take
into account the capabilities and limitations of the human information
processing system. Short and long-term memory is involved, as well as
motivation and stress. Psychology is the source of background
knowledge here.
 Environmental tolerances
Temperature, pressure, humidity, noise, time of day, light and darkness
can all be reflected in performance and also in well-being. Heights,
enclosed spaces and a boring or stressful working environment can
also be expected to influence performance. Information is provided
here by physiology, biology and psychology.
The Liveware is the hub of the SHEL model of Human Factors. The remaining components
must be adapted and matched to this central component.
We will now look at the interface between the Liveware/Human and the other
components.

Slide – L/S (Liveware - Software)

Liveware - Software interface

This encompasses humans and the non-physical aspects of the system such as:
 Document design i.e. checklist layout (held in one hand/flip over etc).
 Symbology and computer programmes. Standardisation of symbols and
colours for lights and warnings such as Red for emergency and Green
for go.
 Procedures i.e. SOP’s, normal, abnormal or emergency, drills for pilots
and cabin crew. Are they logical, will they work, are they clear and
unambiguous, can you understand them.

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 Training manuals i.e. content and design.

 Rules and regulations i.e. company and relevant aviation authority.
Liveware-software problems are conspicuous in accident reports, but they are often
difficult to observe and are consequently more difficult to resolve (for example,
misinterpretation of checklists or symbology, non-compliance with procedures, etc.).

Slide – L/H (Liveware - Hardware)

Liveware - Hardware interface

This interface is the one most commonly considered when speaking of human to machine
systems (ergonomics), i.e.
 The design of seats to fit the sitting characteristics of the human body
especially flight deck seats, where the pilot may be sitting for extended
periods.
 Displays which match the sensory and information processing
characteristics of the user for example the colour of warning lights in
the flight deck. In the cabin the warning systems may include
pilot/pax/toilet call lights, toilet smoke detection systems, door armed
warnings, door cabin pressure warnings (Airbus).
 Work space in the flight deck is very limited. In the cabin the galleys
and aisles may be restricted. Imagine administering first aid to a
person in a window seat or giving CPR to a person in a narrow aircraft
aisle.
 Controls with proper movement, coding and location this applies to
flight decks, galleys and interphone systems.
The user may never be aware of an L-H deficiency, even where it finally leads to disaster;
this is because although the natural human characteristic of adapting to L-H mis-matches
will mask such a deficiency, they will not remove its existence.
This constitutes a potential hazard to which designers should be alert. With the
introduction of computers and advanced automated systems this interface has
repositioned itself at the forefront of Human Factors endeavours.

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Slide – L/E (Liveware - Environment)

Liveware–Environment interface
The human environment interface was one of the earliest recognised in flying.
Initially, the measures taken all aimed at adapting the human to the environment
(helmets, flying suits, oxygen masks, g-suits). Later, the trend was to reverse this process
by adapting the environment to match the human requirements (pressurisation, air
conditioning systems, soundproofing).
Today new challenges have arisen, notable ozone concentrations, radiation hazards at
high flight levels, problems associated with disturbed biological rhythms and related sleep
disturbance or sleep deprivation as a consequence of faster transmeridian travel. Other
environmental conditions may be weather induced turbulence.
Since illusions and disorientation are at the root of many aviation accidents, the L-E
interface highlights the need to consider perceptual errors induced by environmental
conditions, for example, illusions during approach and landing phases.
The aviation system also operates within the context of broad political and economical
constraints, and those aspects of the environment will also interact at this interface.
Although the possibility of modifying these influences is sometimes beyond Human Factors
practitioners, their incidence is critical to flight safety and should be properly considered
and addressed by those in management with the possibility to do so.

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Slide – L/L (Liveware - Liveware)

Liveware - Liveware interface

This is the interface between people. Training and proficiency testing has traditionally
been done on an individual basis. If each individual team member was proficient then it
was assumed that the team consisting of these individuals would also be proficient. This is
not always the case however and for many years attention has increasingly turned to the
breakdown of teamwork.
Aircrew Air Traffic Controllers, Maintenance technicians and other operational personnel
function as groups and group influences play a role in determining behaviour with
performance.
At this interface, we are concerned with leadership, crew co-operation, teamwork and
personality interactions.
Staff/management relationships are also within the scope of this interface, as corporate
culture, corporate climate and company-operating pressures can significantly affect
human performance.

Slide – SHELL model

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Examples and statistics of human factor related accidents

Air travel is still the safest way to get from A-B but every day more and more aircraft fight
their way through ever more crowded skies as traffic builds year on year.
The Tombstone Imperative (a book by Andrew Weir) states that journey for journey (rather
than mile for mile which is the traditional way of measuring transport safety) “you are 12
times more likely to die on a flight than in a car”.
Obviously mile for mile the aviation industry wins as they travel huge distances and you
can see why the industry prefers this comparison, but most accidents take place in the
four percent of the journey which represents take-off and landing.
Over the years, the development of technology has led to improvements in the design and
construction of aircraft,
 Airframes and engines have become more reliable.
 Equipment failures are less common.
 Navigational equipment has improved in precision.
 On-route weather forecasting has been enhanced giving a greater
degree of accuracy.
However it is interesting to note that since 1940, three out of four accidents have had at
least one contributory factor relating to human performance.

Examples of recent accidents

Trainer note: At the time of going to print (2014), this manual was up to date and reflected
the recent accidents over the preceding months. To maintain the currency of the
information you provide your trainees, it is suggested you update the examples you show
as time moves on.
You may wish to choose to show just the more recent months.
The examples shown are too recent to have a factual accident report completed therefore
there are only brief descriptions as to the nature of the accidents. Observations may be
made regarding circumstances (eg the weather at the time of the crash), however be
careful not to speculate if factual evidence is not available.

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Slide – January 2014

Slide – February 2014

Slide – March 2014

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Slide – April 2014

Slide – May 2014

Slide – June 2014

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Slide – July 2014

Slide – August 2014

Slide – September 2014

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Slide – October 2014

Primary causal factors for all fatal accidents (CAP 1036)

UK CAA Document CAP1036 ‘Global Fatal Accident Review 2002 to 2011’ summarises a
study of worldwide fatal accidents to jet and turboprop aeroplanes above 5,700kg
engaged in passenger, cargo and ferry/positioning flights for the ten-year period stated.
There were a total of 250 worldwide fatal accidents, which resulted in 7,148 fatalities to
passengers and crewmembers onboard the aircraft. The proportion of aircraft occupants
killed in these fatal accidents was 70%.
Jets were involved in 38% of all fatal accidents and accounted for 78% of the onboard
fatalities, whilst turboprops were involved in 50% of the fatal accidents and accounted for
21% of the onboard fatalities. The equivalent values for business jets were 12% of all the
fatal accidents and 1% of the onboard fatalities.
Passenger flights were involved in 57% of all the fatal accidents and accounted for 93% of
the onboard fatalities whilst cargo flights were involved in 31% of all fatal accidents and
5% of the onboard fatalities. The equivalent values for ferry/positioning flights were 12%
of all the fatal accidents and 2% of the onboard fatalities.
The approach, landing and go-around phases accounted for 47% of all fatal accidents and
46% of all onboard fatalities. Take-off and climb accounted for a further 31% of the fatal
accidents and 28% of the onboard fatalities.

Causal factors
The following slide shows the top-ten individual primary causal factors allocated for all
fatal accidents, together with the causal group to which they belong.

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Slide – Causal factors

These primary causal factors accounted for 59% of all fatal accidents and 80% of those
that had a primary causal factor allocated.

CAA Significant Seven

The main risks to large commercial air transport (CAT) aeroplanes known as the CAA
‘Significant Seven’ were identified in 2009 following analyses of global fatal accidents and
high-risk occurrences involving large UK CAT aeroplanes. Full details can be found in the
CAA Paper 2011/03, CAA ’Significant Seven’ Task Force Reports.
For each of these issues, joint CAA/industry task forces were created to study the safety
issue in-depth and make recommendations on how their risk could be mitigated. Task
force outputs were consolidated, prioritised and then shared and debated with industry at
a safety conference in 2010.
The key outcome from this conference was an agreement that the significant risks as
identified by the CAA were indeed those that industry was also worried about and that
broadly the right actions/next steps were identified by the task forces. The conference also
agreed that loss of control and runway safety (primarily runway excursions) should be
prioritised over the other safety issues. This prioritisation is reflected in the actions
contained in the new CAA safety plan.

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Slide – CAA Significant Seven

1. Loss of control
Through improved flight control monitoring, use of aircraft automation and manual flying
skills we are aiming to reduce the risk of loss of control occurrences.

2. Runway excursion
To help reduce the risk of runway excursions, we are aiming to reduce unstable/de-
stabilised approaches, improve information broadcast to pilots on expected braking action
on contaminated runways and improve safety areas around runways.

3. Controlled flight into terrain

We are working to reduce the risk of serious incidents that occur during non-precision
approaches (NPAs) through encouraging the replacement of traditional NPAs with
Approach Vertical Guidance (APV) type approaches, and reviewing processes for gaining
APV approval.

4. Runway incursion
We are actively promoting the European Action Plan for the Prevention of Runway
Incursions to reduce the risks of these occurring at UK aerodromes.

5. Airborne conflict
Through updating guidance on Airborne Collision Avoidance System (ACAS) training and
working with ICAO to amend their guidance, we aim to reduce the risk of mid-air collisions
associated with incorrect responses to ACAS warnings.

6. Ground handling
We are working with industry to raise awareness of the risks associated with ground
handling. The primary aim is to reduce the risks of incidents linked to loading errors.

7. Fire
We are developing training campaigns to raise fire safety awareness and to reduce the
risks of an in-flight hidden fire through a reduction of wiring related fire/smoke events.

Handout – Significant Seven statistics

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Discuss pertinent points with the group.

Questions to assess exposure to ‘Significant Seven’ safety risks

The CAA issue a handout in the form of a question bank to assess exposure to ‘Significant
Seven’ safety risks. The following generic questions are posed followed by questions
relating to each of the seven risks.
Generic questions
 Do you know what the ‘Significant Seven’ are?
 Does your company actively monitor leading indicators and precursor
measures for the ‘Significant Seven’, and if so, for which ones, and
what are they? If not, why not, and what is monitored instead?
 Do you use Flight Data Monitoring (FDM), or equivalent for ATC, to
monitor safety performance?
 Has your company implemented action plans to mitigate the risk of the
‘Significant Seven’, and if so, for which ones, and what are they (and
have you implemented actions from the CAA safety plan)? If not, what
actions are being taken instead?
 Your SMS will place explicit responsibilities upon staff for proactive
safety management measures – what training have these individuals
had in the use of these measures? How is the quality of their output
assessed and by whom?
 Does the output of your SMS processes reflect any of the CAA’s
‘Significant Seven’ safety risks?
The document referred to can be found at the following:
http://www.caa.co.uk/docs/2445/Questions%20to%20assess%20exposure%20to%20Si
gnificant%20Seven%20safety%20risks.pdf

Slide – Any questions?

© Global Air Training Limited 2015 1.27

MODULE 1
INTRODUCTION TO CREW RESOURCE MANAGEMENT

References
1) CAP737 Crew Resource Management (CRM) Training.
Guidance for Flight Crew, CRM Trainers (CRMIs) and CRM Trainer-
Examiners (CRMIEs). UK CAA Safety Regulation group 31 March 2003
2) EASA Air Ops

© Global Air Training Limited 2015 1.28