Testing and Training

Flight Deck Communications

– An Operational Perspective
13:00 – 14:30 UTC
Friday 3 December 2021

Stuart Eaves ICAEA VIRTUAL WORKSHOP SERIES

Human Factors & CRM Specialist WORKSHOP 2
Presentation Overview:
Communication in Operational Training

CRM
o Importance of effective Communication and links to the other Competencies
o Basic Communication requirements and definitions
o Barriers to effective Communication and how to overcome them
o Appropriate Communication dependant on time – Intervention and Assertiveness

EBT
o Objective grading during observation (SIM or Line Check)
o How well, how often and how many Performance Indicators were observed
o Was safety enhanced or affected?
o Debrief on areas to improve
o Use of video playback to clarify points
Crew Resource Management
 The Importance of Communication
HF & HP in all Accidents & Serious Incidents
Worldwide 2015 - 2019
Use of Information
Memory Related
Non Conformnace
Alertness and Fatigue
Qualifications and Experience
Knowledge
Training of Personnel
Mental and Emotional States
Impairment and Incapacitation
Decision Making
Task Management
Communication
Attention and Vigilance
Use of Equipment
Personnel Actions
Perception
0 10 20 30 40 50 60 70 80 90

Reference: EASA Annual Safety Review 2020

EBT COMPETENCIES:
CRM Integrated into Flight Training
Communication
Knowledge
Leadership
& Teamwork
Flight Path
Manual
Technical Non
Problem
Skills SAFETY Technical Solving &
Skills Decision
Flight Path
Making
Automation

Situational
Workload Awareness
Application of
Procedures Management

o Easily Identifiable o Not easily Identifiable

o Short term change possible o Often require long term change
CRM and Communication
What is Included?
The Communication Process
Problem
Solving

Medium
Decision
Making

Situational
Communication
Awareness
Non
Technical
Skills

Leadership Workload
Teamwork Management

Sender Receiver

Feedback
CRM and Communication
What is Included?

Psychological Cultural Physical

CRM and Communication
What is Included?

Psychological Cultural Physical

Stress Language Noise
Fatigue Physical Contact Distance
Motivation Facial Expressions Location
Interest Gestures Workload
Stereotyping Eye Contact Temperature
Lack of assertiveness Authority Gradient Flight Deck Door
Attitudes Poor equipment
Personal Perception Interruptions
Challenges Experienced by Crew when Communicating

Language:
• Accents
• Words and grammar
• Expressions and phrases

Others:
• Rank/Seniority/Age
• Distractions and disruptions
• Relying only on words
• Callsign similarity
• Culture
ACCENTS
English accents which are difficult to understand on the Flight Deck (pilot to pilot)
45
Percentage of PIlots listing accent as difficult to understand

40

35

30
25% of respondents
did not list any accent as
25 either difficult to understand
Portuguese
20 or Spanish

15

10

0
 This communication threat can be
ENGLISH WORDS reduced by:
• adhering to Standard Phraseology
• using simple English
• seeking verification that the message
was understood as intended

1.3M
170,000
1,000 New
each year

30,000
+
3000 40,000
=
70,000
EXPRESSIONS AND PHRASES

Non-Literal Phrases
Hold your Horses
Bear in Mind
AVOID Roll the Trucks

Subjective Statements
Are you Happy?

Use Direct Assertive Statements

Communication and Culture

• a “collective programming of the mind” or “software of the mind”

(Prof. G. Hofstede)

• shared values (“what is important”)

• shared beliefs (“how things work”)

• behavioural norms (“the way we do things”)

Generational Culture
Generational Culture
Generation Z
• Lack skills in face to face
conflict
• Potential to lose the
ability to focus on
lengthy complex tasks
Generation Y Generation X Baby Boomers
• Ambitious but not • High Job expectation • Ability to handle a crisis
focused • Adaptable • Strong Work Ethic
• Respect for Competency • Unimpressed with • Don’t like Change
– not title Authority • Feel rewarded by money
• Flexible Work • Rewarded with time off
Arrangements
• Lack skills in dealing
with
difficult people
National Culture Dimensions
Hofstede’s Cultural Dimensions
1. Power Distance
how easy is it to approach people in a position of power

2. Uncertainty Avoidance
anxiety felt when there are no guidelines

3. Individualism vs Collectivism
all about me or concern for the group

4. Masculinity vs Femininity
male associated traits: assertiveness, competitiveness
female associated traits: modesty, caring
EBT Competencies and Cultural Traits

Hofstede’s Cultural Dimensions, applied to aviation

Cultural Trait EBT Competencies & CRM
Cockpit Gradient, Leadership,
Power Distance Teamwork, Assertiveness,
Shared Situational Awareness

Adherence to Procedures,
Uncertainty Avoidance
Situational Awareness, Knowledge

Leadership, Teamwork, Problem Solving

Individualism & Collectivism
& Decision Making, Communication

Masculinity & Feminism Leadership, Teamwork, Assertiveness

EBT Competencies and Cultural Traits
Strategies for effective cross-cultural communication
Be Honest
Be Flexible
Listen Actively
Respect Differences
Think Twice
Ask Questions
Build Self Awareness
Patience
Organisation Culture

“Culture is to organisations
what personality is to individuals”

Bureaucratic Creative Paranoid

What Cultural Attributes do Pilots Share?

Positives?
• Task-oriented
• “Can do” attitude
• Like their job
• Recognise importance of
communication
Negatives?
• Attitude to stress
• “Can do”-attitude
• Self image
• Perfectionist
• Critical
Prioritising Culture

Generational
Culture

National Culture

Organisational
Culture

Professional
Culture

Safety
Culture
Communication Styles

Passive Assertive
• You have more • Respectful, but clear
experience, so and firm in intent.
whatever you decide

Passive
Aggressive
Aggressive
• Agreeing to the • It’s going to be my
plan of action, yet way or not at all
doing the opposite
Why would Crew no speak up?

Top 4 Reasons 1 2 3 4

Perceived conflict
Fear of damaging Negative impact Perceived time
Captain of efficiency vs
relationships on others pressure
safety

Fear of futility
Fear of damaging Fear of being Fear of negative
First Officer (pointless or
relationships incorrect label
useless)
When to be Assertive?

Anytime you feel:

• Unsure of events

• You have the answer

• You perceive danger

You need to make an Assertive Statement

Intervention and Assertiveness
raise your concern with
ASK – why are they doing what they are doing? a Trigger Statement, e.g.
“I am uncomfortable with…”
SUGGEST – a safer alternate

DIRECT – use SOP’s, policy, checklists to enforce the safer alternative

– be firm & factual
If you are absolutely convinced that continuation on the
current path will result in a violation that may lead to damage, injury or death…

TAKE OVER resolve your concern

by using “we” and “us”,
avoid “you” and “I”
Activity 1 – Drawing Game
Activity 1 – Drawing Game
Evidence Based Training
Evidence Based Training (EBT)
ICAO
o Competency Based
o Safe, Effective and Efficient Airline Operations

“A combination of Knowledge, Skills and Attitudes (KSA’s) required to

perform a task to the prescribed standard”

o 9 Competencies, including Communication

o Each competency has a number of associated Performance Indicators
o Allows pilots to develop their Competencies
o Assists instructors to objectively assess both strengths and weaknesses.
EBT Competency: Communication
Competency Description:
Demonstrates effective oral, non-verbal and written communications, in normal and non-normal situations.
EBT Competency: Communication
“Demonstrates effective oral, non-verbal and written communications,
in normal and non-normal situations”

Behavioural Indicators
o Ensures the recipient is ready and able to receive the information
o Selects appropriately what, when, how and with whom to communicate
o Conveys messages clearly, accurately and concisely
o Confirms that the recipient correctly understands important information
o Listens actively and demonstrates understanding when receiving information
o Asks relevant and effective questions
o Adheres to standard radiotelephone phraseology and procedures
o Accurately reads and interprets required company and flight documentation
o Accurately reads, interprets, constructs and responds to datalink messages in English
o Completes accurate reports as required by operating procedures
o Correctly interprets non-verbal communication
o Uses eye contact, body movement and gestures that are consistent with and support verbal messages
EBT Assessment of Communication
GRADE DESCRIPTOR

The pilot communicated in an exemplary manner, by always demonstrating all of the behavioral
5. EXEMPLARY
indicators when required, which significantly enhanced safety, effectiveness and efficiency.

The pilot communicated effectively, by regularly demonstrating all of the behavioral indicators
4. EFFECTIVE
when required, which enhanced safety.

The pilot communicated adequately, by regularly demonstrating most of the behavioral indicators
3. ADEQUATE
when required, which resulted in a safe operation.

The pilot communicated at the minimum acceptable level, by only occasionally demonstrating
2. MINIMUM ACCEPTABLE some of the behavioral indicators when required, but which overall did not result in an unsafe
situation.

The pilot did not communicate effectively, by rarely demonstrating any of the behavioral
1. NOT YET COMPETENT
indicators when required, which resulted in an unsafe situation.

VENN Methodology:
What level? How often? How many? Outcome?
Activity 2 – Contrasting EBT COM and the LPRs
Consider the similarities and differences between EBT COM and the LPRs

Step 1: Preparation & Questions

Take 5 minutes to:
• look at the EBT Description, Behavioural Indicators and Grading for Communication (COM)
(see handout page 2)
• remind yourself of the LPR Holistic Descriptors and Rating Scale
(see handout page 3)

As you read, contrast COM and LPR training and assessments. There are 10 questions to guide you.

Step 2: Discuss
You will have 10 minutes in your groups to share your ideas.
Activity 2 – Contrasting EBT COM and the LPRs
Consider the similarities and differences between EBT COM and the LPRs

Group Feedback
Activity 3 – ATC / Pilot Communication
Consider the effectiveness of communications using EBT COM and LPR criteria

Step 1: Listen to the communications between PFSBL and Boston Approach.

Follow the Transcript.

Consider the questions.

Step 2: Discussion
You will have 15 minutes in your groups to share your ideas.

‘Pilot has Difficulties to follow ATC instructions at Boston’

VAS Aviation: https://www.youtube.com/watch?v=eMddBO2UgD4
Exercise 3 – ATC / Pilot Communication

‘Pilot has Difficulties to follow ATC instructions at Boston’

from VAS Aviation https://www.youtube.com/watch?v=eMddBO2UgD4
Activity 3 – ATC / Pilot Communication
Consider the effectiveness of communications using EBT COM and LPR criteria

Group Feedback
Summary
• Ineffective communication does still directly lead to aircraft incidents and accidents

• Both CRM & EBT aim to develop Communication as a non-technical competency:

o CRM in the classroom environment with theory provided and exercises conducted
o EBT in the simulated environment, with the communication skills practiced and reviews conducted by
debriefing.

• Communication and Culture are closely linked in a multi-cultural airline

• Language Proficiency supports but doesn’t guarantee effective communication

• EBT in the simulated environment with the supporting technology allows debriefs to take place
showing video playback of identified communication breakdowns providing a valuable learning
and awareness tool.

• Especially for native English speakers in the multi-cultural airline environment, we also have a
responsibilities (e.g. to adapt our communication style to enhance the effectiveness of our
communication skills)
Any questions?
Thank you!