Computer-Based Team Training: The Aircraft Maintenance Environment Example

1997 ◽  
Vol 41 (2) ◽  
pp. 1154-1157
Author(s):  
David Kraus ◽  
Joel S. Greenstein ◽  
Anand K. Gramopadhye ◽  
Ronald H. Nowaczyk
Keyword(s):  
Training Program ◽  
Team Performance ◽  
Team Training ◽  
Advanced Technology ◽  
Controlled Study ◽  
Aircraft Maintenance ◽  
Evaluation Phase ◽  
Computer Based ◽  
Two Phases ◽  
And Performance

Research on civil aircraft inspection and maintenance has shown the importance of teamwork in accomplishing aircraft maintenance tasks. Training has been identified as one of the primary intervention strategies in improving team performance. Moreover, if training is to be successful, it is clear that we need to provide aircraft maintenance technicians with training tools to help enhance their team skills and improve team performance within the aircraft maintenance environment. In response to this need, this research looked at the role of team training and specifically that of advanced technology for team training. A controlled study was conducted to evaluate the effectiveness of advanced technology for team training. The study was conducted in two phases: 1) Instructional phase where 18 subjects received training through a computer-based team training program and 18 subjects received training using a traditional instructor-based equivalent team training program, and 2) Evaluation phase where the subjects were divided into three member teams and performance of the teams was evaluated as they completed a routine and a non-routine maintenance task. The results of the study are reported as part of this paper.

Application of Advanced Technology to Team Training

1996 ◽  
Vol 40 (21) ◽  
pp. 1072-1076 ◽  
Author(s):  
Anand K. Gramopadhye ◽  
David Kraus ◽  
Pradeep Rao ◽  
Daniel Jebaraj
Keyword(s):  
Team Performance ◽  
Team Training ◽  
Intervention Strategies ◽  
Advanced Technology ◽  
Aircraft Maintenance ◽  
Training Tool ◽  
Civil Aircraft ◽  
Maintenance Technicians ◽  
Computer Based ◽  
Inspection And Maintenance

Research on civil aircraft inspection and maintenance has shown the importance of teamwork in completing aircraft inspection and maintenance tasks. Training has been identified as one of the primary intervention strategies in improving team performance. If training is to be successful, it is clear that we need to provide aircraft maintenance technicians (AMTs) with training tools to help enhance their team skills and improve team performance within the aircraft inspection/maintenance environment. In response to this need, this paper describes the development of a computer-based multimedia team training tool, the Aircraft Maintenance Team Training (AMTT) software.

Team Training to Improve the Effectiveness of Teams in the Aircraft Maintenance Environment

1995 ◽  
Vol 39 (20) ◽  
pp. 1355-1359 ◽  
Author(s):  
Subarao Ivaturi ◽  
Anand K. Gramopadhye ◽  
David Kraus ◽  
Robert Blackmon
Keyword(s):  
Team Performance ◽  
Task Analysis ◽  
State Of The Art ◽  
Team Training ◽  
Aircraft Maintenance ◽  
Detailed Review ◽  
Inspection And Maintenance ◽  
Training Strategies

Previous task analysis of aircraft inspection/maintenance operations and FAA reports have reported the importance teamwork plays in completing aircraft inspection/maintenance tasks. Hence, it is necessary that we identify team training strategies that will improve team skills, thereby improving team performance within the aircraft inspection/maintenance environment. This paper reviews that state-of-the-art literature on team training. Drawing from the task analysis of aircraft inspection and maintenance operations, site visits to repair facilities and a detailed review of the various team models, a framework developed as a first step in understanding teamwork in aircraft inspection and maintenance operations is reported. The paper also reports the results of a study conducted to evaluate the effectiveness of team training in the aircraft maintenance environment.

The Relationship of Eye Movement, Workload, and Attention on Learning in a Computer-Based Training Program

2016 ◽  
Vol 60 (1) ◽  
pp. 1477-1481 ◽  
Author(s):  
Heather C. Lum ◽  
Richard L. Greatbatch ◽  
Grace E. Waldfogle ◽  
Jacob D. Benedict ◽  
David A. Nembhard
Keyword(s):  
Eye Tracking ◽  
Training Program ◽  
Mental Workload ◽  
Tracking System ◽  
Management Training ◽  
Project Managers ◽  
Computer Based Training ◽  
Computer Based ◽  
And Performance ◽  
Relationship Of

Computer-based training is a version of training that is becoming quite common. The Project Team Builder (PTB) program uses a computer simulation to help train individuals on how to correct a variety of problems faced by project managers. In this study, the use of a computer-based training program was utilized to assess learning and performance. To measure this, a Tobii T120 eye tracking system was employed to measure fixations and saccades of the participant while completing a training program. The task consisted of the completion of a project management training with assistance of the researcher, then again without assistance. It was hypothesized that performance would improve on the self-guided task after the completion of the assisted task. Results found that participants that completed the task quicker found it to be less mentally demanding. Number of fixations was found to be positively correlated with mental workload and perceived performance. This gives way to further research on computer-based training and the use of eye tracking systems for future program development.

Analyzing Communication Sequences for Team Training Needs Assessment

1998 ◽  
Vol 40 (4) ◽  
pp. 672-679 ◽  
Author(s):  
Clint A. Bowers ◽  
Florian Jentsch ◽  
Eduardo Salas ◽  
Curt C. Braun
Keyword(s):  
Needs Assessment ◽  
Team Performance ◽  
Sequential Analysis ◽  
Team Training ◽  
Training Needs ◽  
Training Design ◽  
Team Process ◽  
Training Needs Assessment ◽  
Potential Applications ◽  
And Performance

Several models of team performance have suggested that a clearer understanding of team process is needed to determine better training formats and reduce crew-generated errors. The present study investigated the degree to which analyzing communication sequences would contribute to the understanding of effective crew process in two simulated flight tasks. The results indicate that pattern analyses reveal additional strong differences between performance groups that would have been overlooked by simple frequency counts of communication. In each case, the sequential analysis shed additional light on the communication patterns that characterize better-performing teams. These results are discussed in terms of their implications for team performance research and team training. Potential applications of this research include training needs assessment, training design, and performance measurement after training.

Team Training for Dynamic Cross-Functional Teams in Aviation

2016 ◽  
Vol 58 (8) ◽  
pp. 1275-1288 ◽  
Author(s):  
Glenn E. Littlepage ◽  
Michael B. Hein ◽  
Richard G. Moffett ◽  
Paul A. Craig ◽  
Andrea M. Georgiou
Keyword(s):  
Training Program ◽  
Team Performance ◽  
Procedural Knowledge ◽  
Management Training ◽  
Team Training ◽  
Multidisciplinary Teams ◽  
Airline Operations ◽  
Functional Teams ◽  
Training Position ◽  
After Action Reviews

Objective: This study evaluates the effectiveness of a training program designed to improve cross-functional coordination in airline operations. Background: Teamwork across professional specializations is essential for safe and efficient airline operations, but aviation education primarily emphasizes positional knowledge and skill. Although crew resource management training is commonly used to provide some degree of teamwork training, it is generally focused on specific specializations, and little training is provided in coordination across specializations. Method: The current study describes and evaluates a multifaceted training program designed to enhance teamwork and team performance of cross-functional teams within a simulated airline flight operations center. The training included a variety of components: orientation training, position-specific declarative knowledge training, position-specific procedural knowledge training, a series of high-fidelity team simulations, and a series of after-action reviews. Results: Following training, participants demonstrated more effective teamwork, development of transactive memory, and more effective team performance. Conclusion: Multifaceted team training that incorporates positional training and team interaction in complex realistic situations and followed by after-action reviews can facilitate teamwork and team performance. Application: Team training programs, such as the one described here, have potential to improve the training of aviation professionals. These techniques can be applied to other contexts where multidisciplinary teams and multiteam systems work to perform highly interdependent activities.

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