CTC Aviation (NZ) Ltd

Approach to teaching TEM

TRTO•TRE & TRI•Command courses•Type Ratings•‘CRM’

FTO•CPL/IR licence

Ground school•ATPL theory

Airline Placement•‘Flexicrew’•Permanent employment

TEM is a cognitive skill

Cognitive skills are …

1. Psychological skills where effort is rewarded (e.g. A. Bandura and C. Ames)

2. Part of a group of non-technical skills (incl. situational awareness, leadership, communication, CRM, etc.) – TEM is not stand-alone

Therefore, cognitive skills do not …

1. Form part of a checklist (not Read/Do, not Challenge/ Response, not Scan flow)

2. Become mnemonic pseudo-checks

Teaching and examining TEMTop 5 thoughts

1. Allow student time to exercise these skills – reward effort.

2. TEM is an on-going process – avoid binding it to situations or ‘checks’.

3. Create scenarios for the student to understand context – even the early lessons have a purpose.

4. Student feedback focuses as much on NOTECHs as on TECHs

5. Close liaison between CAA standards and CAA examining

A final thought …

Suppose a PPL candidate, during the PFL, selects a field with power lines across it. Has she/he failed?

(5) Plans a course of action in accordancewith recommended procedures andachieves a successful outcome (criticalelement)

Suppose the candidate identifies the error, reselects an appropriate field and brings the PFL to a successful conclusion. Has she/he still failed?

Good Threat and Error Management?