Faculty of air transport engineering the department of «air navigation systems»

Task design
Task design variables include such things as (Paris et al, 2000):
− workload,
− team architecture (refers to task variables that influence how team members interact, such as proximity, available communication means, and allocation of functions),
− using automated technologies effectively,
− governmental regulations and established procedures (Standard Operating Procedures (SOPs)). In this context, it is useful to consider the distinction between different types of competencies (i.e. knowledge, skills and attitudes) relevant for teamwork (CannonBowers, et al, 1996), namely:
− Task specific competencies (for a specific task or situation, i.e. knowledge of specific co-ordination procedures in the sector or unit, pointing out specific problems in the sector, co-ordinating a solution)
− Task generic competencies (transportable, can be used for other tasks, for example managerial skills)
− Team specific competencies (influence the performance of a specific team, for example, knowing how a specific team mate will function or react)
− Team generic competencies (influence the performance of any team the individual serves on, for example leadership or communication skills)
Team Training
Once the competencies that improve team-co-ordination have been identified, teams can be trained. Team training has been greatly improved since the mid-eighties, when team training suffered many deficiencies. Standards have been developed e.g. training methods, team performance criteria, performance assessment, and provision of feedback to the team and the individual (Paris et al, 2000).
For ATCOs, team training elements are nowadays integrated in initial, rating and unit training. On-the-Job Training (OJT), which forms a substantial part of unit training, when ATCOs work towards their unit endorsement, takes place in the context of a team, and can therefore be considered a form of team training. Whenever transition training is required (e.g. with system changes, or changes in the operation concept), training objectives with respect to team competencies should be formulated and addressed in the training programme, using the appropriate instructional strategies and tools (EATMP, 1996b, guidelines for transition training).
Team Resource Management (TRM) is a concept and training that is designed to improve the functioning of ATC teams. It does this by increasing the awareness and understanding of interpersonal behaviour and HF capabilities, with the goal of increasing flight safety (from the EUROCONTROL website).
New TRM modules, have been added, covering ‘automation and teamwork’ and ‘human error and teamwork’. For example, Behavioural Oriented Observation Method (BOOM) Training is a method for training TRM facilitators to observe non-technical skills of ATCOs during simulations. A related issue to TRM is the ‘team culture’ that develops in larger teams. For example, in one large en-route centre, a difference in culture developed with time and experience between teams responsible for North and South sectors. As a result, mixing members from these two different teams, sometimes lead to misunderstandings about co-ordination issues not explicitly communicated. Those issues were obviously handled differently and implicitly by both teams. This illustrates the influence of team culture on teamwork, particularly the large grey area of teamwork not explicitly mentioned in the procedures. The development of ‘cultural’ habits in an organisation can be influenced by TRM training.