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?
