Crew Resource Management 1 Learning Objective  Takes responsibility as a member of the CRV team during their assigned role (helm, navigation, radio communications, lookout). Success Criteria  Communicates effectively in their role.  Complete tasks assigned to them in safe and efficient manner.

Practical Competency 1: Teamwork

Knowledge, Skills and Understanding  Approach to improving safety  Most accidents are caused by: - Becoming consumed by minor technical problems. - Failure to set priorities. - Failure to properly communicate plans. - Inadequate monitoring. - Failure to use all available data. - Failure to identify and act upon deviation from SOP.  Attitudes and behaviours are important  Individuals role – including effective communiction

The Skipper holds responsibility for final decision making but the whole Crew should be involved in this process

Crew Resource Management 1 – Version 1 (2013)

Teaching Introduction: State the learning objective and success criteria for the session Launch vessel and assign roles to each of the crew. Ask each of the crew to describe one feature of teamwork. Development: Task the crew to complete a man overboard drill. Tutor focus:  Do the crew talk to each other?  How do they communicate (e.g. body language, closed-loop, challenge and response)?  Do they complete the task effectively?  Do they consider risks when completing SAP? Feedback crew performance. Consider different approaches.  Ask crew to each state what they condidered was effective practice for their role – focus on communication and teamwork not on the technical aspects of the MOB drill  Provide direct feedback to each crew member in terms of their contribution to the crew as a team and also with other aspects of CRM. Closure: Reassign the crew to different positions on the CRV. Prepare them to complete another MOB drill. Have the crew who were previously in this role brief the new crew member. Include:  how best to effectively communicate in that role  key safety consideration for that role during a MOB situation provide one positive aspect of that crew’s attitude

©Coastguard New Zealand 2014

Crew Resource Management 1 Learning Objective  Demonstrates a variety of communication strategies (i.e. using crew names, clear speech, making eye contact, acknowledge requests)

Success Criteria  Use at least three different communication strategies throughout the tasks.  Complete tasks assigned to them in safe and efficient manner.

Practical Competency 2: Communication Strategies

Knowledge, Skills and Understanding

Teaching

 Communication strategies such as using names, making eye contact, clear speech, repesting key information, asking for clarification and not shouting.

Introduction: State the learning objective and success criteria for the session. Launch vessel and assign roles to each of the crew. Tutor tasks helm to steer a course. Once underway provide a series of taskings for the crew. You will be demonstrating the different strategies for effective communication. 1. Task helm to steer a new course 2. Ask radio operator to place a trip report 3. Request crew to call all targets (vessels or bouys / beacons) within 1/4NM range. They are to use clockface and distance.

 Communication essential for safe and efficient operation of CRV  Factors that effect communication – avoid misinterpretations, danger of silence and assumptions.

Be aware of non-verbal communication. This includes eye movement, tone of voice, posture, facial expressions and hand gestures.

Crew Resource Management 1 – Version 1 (2013)

Development: Stop the CRV and debrief crew with a focus on the different communication strategies used. Try to find developmental points. Retask the crew to different roles. Instruct crew to bring the CRV alongside a structure such as a jetty. Tutor focus:  Do the crew communicate to prepare the vessel prior to coming alongside?  Did the crew use at least three different communication strategies?  Does the communication deal appropriately with the safety aspects involved with coming alongside (i.e. speed, awareness of vessels on water, line handling, position of vessel)?  Was communcation maintained when the crew moved to different positions on the vessel?  Did they crew communicate together as an effective team?  Was everyone involved that should have been? Closure: Once task has been completed provide feedback to crew on their communication. Suggest repeat the exercise a number of different times rotating the crew through different positions.

©Coastguard New Zealand 2014

Crew Resource Management 1 Learning Objective  Makes effective use of closed-loop communications during their assigned role on the CRV.

Success Criteria  Use closed-loop communication during anchoring.  Complete tasks assigned to them in safe and efficient manner.

Practical Competency 3: Closed-loop Communications

Knowledge, Skills and Understanding  Communication should remain open and interactive.  In closed-loop communication the sender transmits the message, and the recipient acknowledges by repeating back all the important information. The sender then confirms the accuracy of what the recipient understood.  Verbal communication should be clear and direct

Using the closed-loop system of communication can initially make people feel a little self conscious. However, it is a habit that should be adopted and encouraged for the safety of all on board.

Crew Resource Management 1 – Version 1 (2013)

Teaching Introduction: State the learning objective and success criteria for the session. Launch vessel and assign roles to each of the crew. ‘What’s wrong?’ Tutor takes helm. Ask a crew to provide course and speed (i.e. steer 240 Magentic at speed of 22Kts). Tutor steers different course and speed. Tutor does not used closed-loop communications. Wait until crew notices course and speed incorrect. Wait for challenge. Development: Stop scenario and discuss with crew why closed-loop communication is important. What went wrong here and how this could be improved. Assign new roles to CRV crew. Task crew to anchor CRV. Tutor focus:  Were messages clear and direct? Were they repeated back and confirmed?  Were all opportunities for closed-loop communication taken or did the crew make assumptions?  Did crew assume the role of sender or recipient as appropriate or was communication initiated by one person?  Did the crew work together so that the most important information was sent to ensure that anchoring was performed safely?  Did the crew communicate together as an effective team? Closure: Have a crew discussion about why closed-loop communication is vital for safety on the CRV. How can this be improved by the crew on your CRV?

©Coastguard New Zealand 2014

Crew Resource Management 1 Learning Objective  Crew member actively participates in briefings and debriefings, asking questions where appropriate.

Success Criteria  Actively participates in briefing and debrief.  Can use the GSMEACR tool to give a briefing.

Practical Competency 4: Briefing / Debriefing

Knowledge, Skills and Understanding

Teaching

 A briefing must be interactive

Introduction: State the learning objective and success criteria for the session. Have the crew list the steps involved in launching the CRV.

 Briefings ensure critical information is shared by all crew and the mission plan and objectives are clear

Development: 1. Introduce the GSMEACR briefing tool and explain why it is used. 2. Have the crew work in pairs and, using the tool, write the briefing for launching the CRV. 3. In the same pairs practice delivering the briefing to one another as if they were talking to the whole crew.

 GSMEACR as a briefing tool  Debrief – timeliness, improvement, no blame.

Tutor focus:  Was the GSMEACR tool used correctly? Support where needed.  Did the crew use the headers of GSMEACR when competing the oral part of the briefing i.e. “the mission is to launch the vessel”  After the briefing the person briefed should know their roles and responsibilities. Do they? Have one crew deliver their briefing to the rest of the crew. Time for questions. Have the crew launch the vessel as briefed.

Debriefs are an opportunity to revisit or refresh on safety points and standard operating procedures.

Once CRV launched. STOP. Now as tutor, facilitate a debrief. Focus on comparing the instructions given in the briefing with what actually happened. What aspects of the briefing can be improved? Provide other examples of when briefings are used (i.e. SAR operations, SSM drills, CRV handovers...) Closure: Discussion question: “When is it appropriate not to give a briefing?”

Crew Resource Management 1 – Version 1 (2013)

©Coastguard New Zealand 2014

Crew Resource Management 1 Learning Objective  Crew member engages in each step of the SAP process during a variety of scenarios.

Practical Competency 5: SAP

Knowledge, Skills and Understanding  Situational awareness and factors that may affect it.  Overview of SAP  Stopping may involve...

Success Criteria  Identify all hazards at scene.  Provide input to assess phase.  Contribute a plan that best fits the situation.

 Assess – encourage all crew to contribute. Don’t plan at this stage.  Planning involves taking all factors into account – involve all crew – skipper has final say  Think about back up plans as a contingency.

Teaching Introduction: State the learning objective and success criteria for the session. Ask the crew to describe each phase of SAP Tutor focus:  Was SAP described? Do crew understand when to use it? Who has overall responibility for developing and agreeing the plan? Development: Tutor initiates a MOB situation by throwing an item that floats overboard. Suggest using a throwbag or multiple items tied together that have trailing ropes that may be floating or sinking (the idea is to create a hazard that may not be apparent at first glance). Tutor focus:  When do the crew start the SAP process? Was this appropriate?  Were the hazards identified? Did the crew consider the effect these factors may have on retrieving the MOB?  Were all the crew involved in the assess phase?  Did planning take into account the factors identified in the assess phase? Have the skipper brief the crew as to the plan and their assigned roles. Tutor provide feedback to the crew on the SAP process. WAIT...DO NOT RETRIEVE MOB YET!

Very seldom is a situation so urgent that a team does not have time to stop, assess and plan.

Crew Resource Management 1 – Version 1 (2013)

Closure: Discuss with the crew if a contigency plan was developed. What factors could impact on the plan (refer to situational awareness factors such as weather, tides, crew wellbeing, CRV system failure etc.). NOW RETRIEVE MOB!

©Coastguard New Zealand 2014

Crew Resource Management 1 Learning Objective  Can identify and assess risk in the context of SAREX using the unit SOP and unit risk assessment tools.

Success Criteria  Uses the Unit risk assessment tool in a SAREX context.  Demonstrates situational awareness whilst on the CRV

Practical Competency 6: Risk Assessment

Knowledge, Skills and Understanding  Every mission that crew are involved with involves risk.  All risk needs to be assessed.  Crew welfare and safety is paramount  Familiarity with Unit SOP and Unit risk assessment tool.  Skipper has absolute right, responsibility and authority to decline a mission if it involves an unacceptable level of risk.  SOP are for routine decisions. The SAP process is for decisions requiring additional information “The whole is greater than the sum of its parts”

Crew Resource Management 1 – Version 1 (2013)

Teaching Introduction: Tutor initiates a SAREX. Make this simple as vessel sinking or person in water. Really hassle the crew and encourage them that speed is of the essence. Try to get the vessel on the water and underway as quickly as possible. Really provide a sense of urgency. Tutor focus:  The aim is to try and get the crew on the CRV and underway to a SAREX without due regard for assessing risk. Possible issues may be crew without proper gear, boat checks not completed, radio checks or communications not established, details of SAREX not provided, weather, RADAR, Tidal information not present etc.  When did the crew start the Unit risk assessment process? Was this appropriate?  Were the individual hazards identified? Was the overall risk evaluated? Development: STOP the SAREX as soon as the crew are underway. State the learning objective and success criteria for the session. Tutor focus: Have the crew debrief their risk assessment. Ask each crew what they were thinking about as they prepared to depart and did they feel safe with the way things were progressing. Closure: Ask crew what situational awareness is. Why is it important? How can situational awareness change during a mission. Revisit the factors that can affect situational awareness (refer to Practical Competency 5).

©Coastguard New Zealand 2014