1. 1 LBFD Managing Learning LBFD TRAINING JUNE 2005

2. 2 Objectives Review Means and Methods Employed to Evaluate & Document LBFD Recruits. Review Means and Methods Employed to Evaluate & Document LBFD Recruits. Introduce Crew Resource Management (CRM) as an Evaluation Tool. Introduce Crew Resource Management (CRM) as an Evaluation Tool.

3. 3 Elements:

4. 4 1. Cognitive / Head 1. Cognitive / Head Validated / Peer Reviewed Exams Validated / Peer Reviewed Exams IP System IP System 2. Psychomotor / Hand 2. Psychomotor / Hand Realistic Manipulative Testing Realistic Manipulative Testing IP System IP System 3. Affective / Heart 3. Affective / Heart Multiple Simulated Emergencies Multiple Simulated Emergencies Artificial Stressors Artificial Stressors CRM CRM IP System IP System

5. 5 4. Data Collection & Continual Peer Review. “If they’re not learning, we’re not teaching.” we’re not teaching.”

6. 6 & 5. Student Feedback

7. 7 What are Improvement Points & why do you need them? Consequence based quantitative feedback measurements to indicate the appropriate level of improvement needed to achieve competency. Consequence based quantitative feedback measurements to indicate the appropriate level of improvement needed to achieve competency.

8. 8 Key points IP’s measure degrees below competency established by validated standards. IP’s measure degrees below competency established by validated standards. Do not describe as “failing a test”. Do not describe as “failing a test”. Develop “Major” and “Minor” sliding scales. Develop “Major” and “Minor” sliding scales. Error tolerant Error tolerant

9. 9 Key Points (cont.) Regular individual status reports. Regular individual status reports. Not for public distribution. Not for public distribution. Key tracking tool. Key tracking tool. Individual Individual Topic Topic Academies Academies

10. 10 If disparity is noted: ? Curriculum ? Curriculum ? Teacher ? Teacher ? Student ? Student Minimize variables caused by the first two.

11. 11 1. Cognitive / Head Validated / Peer Reviewed Exams

12. 12 Exams Peer Review During Development Peer Review During Development Confirm Validity Confirm Validity Confirm Curriculum Confirm Curriculum Reference Check Reference Check Post Test Analysis Post Test Analysis Critique Critique Item Analysis Item Analysis

13. 13

14. 14

15. 15 Post Test Analysis

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17. 17

18. 18

19. 19

20. 20 Exercise 1 Write a Multiple Choice Question. Write a Multiple Choice Question. Parameters: Parameters: –“Real World” Situational –Valid  To standards  To student level –Well Referenced

21. 21 2. Psychomotor / Hand Realistic Manipulative Testing Realistic Manipulative Testing IP System IP System Consequence Based Sliding Scale Consequence Based Sliding Scale

22. 22 Real

23. 23 Grade Sheet

24. 24

25. 25 Practice, Practice, Practice…….

26. 26 Coaching & “Face Time”

27. 27 Establish Testing Environment

28. 28 Video

29. 29

30. 30 Outcomes Mid –Course Mid –Course& End Point End Point

31. 31

32. 32 Exercise 2 Develop a manipulative test. Develop a manipulative test. Parameters: Parameters: –“Real World” Situational –Valid  To standards  To student level –Well Referenced

33. 33 Grade Sheet

34. 34 3. Affective / Heart Multiple Simulated Emergencies Multiple Simulated Emergencies Artificial Stressors Artificial Stressors “Non-Exam” Rubric “Non-Exam” Rubric IP System IP System Multiple Formal Counseling Sessions Multiple Formal Counseling Sessions Crew Resource Management Crew Resource Management Attitudinal / Behavioral Rubric Attitudinal / Behavioral Rubric

35. 35 The “attitudinal standard” is “Introduction to Recruit Fire Training” Acts as a Training Contract. Acts as a Training Contract. Referenced throughout Academy. Referenced throughout Academy. Students tested early to establish level of understanding. Students tested early to establish level of understanding.

36. 36 The "offer of employment" letter sent to Recruits in October of 1940 by Chief A. C. Duree contains a description of professional behavior that rings true today. "You have been selected from the eligible list for appointment to the position of firefighter on this department. The fact that you passed your examination and placed on the list shows you were anxious to secure this position. I want you to understand that it is up to you to make your position here secure. You will be furnished with the necessary knowledge and material required for the duties of firefighter, and it will be up to you to hold the job. [Emphasis added]

37. 37 Activities Log Provides consistent exposure. Provides consistent exposure.

38. 38

39. 39 “Non-Exam” Rubric Provides descriptive consistency. Provides descriptive consistency. Consequence based sliding scale. Consequence based sliding scale.

40. 40

41. 41 Why? Manipulative Exams are a Contrivance. Manipulative Exams are a Contrivance. Needed Consistent Means to Measure Other Events. Needed Consistent Means to Measure Other Events. Rubric Provides: Rubric Provides: Documentation Language Documentation Language Context (Consequence Based) Context (Consequence Based) Enhanced Peer Review Process Enhanced Peer Review Process “A work in progress.” “A work in progress.”

42. 42 Exercise 3 Use the “Non-Exam” Rubric Use the “Non-Exam” Rubric Document Justification for Improvement Points: Document Justification for Improvement Points: –Only Use a Few Sentences –Set Environment –Describe Consequences –Allocate Points –Base Example on Personal Experience

43. 43 “Non-Exam” Rubric

44. 44 Review Established academic parameters. Established academic parameters. Head Head Established basic manipulative standards. Established basic manipulative standards. Hand Hand Began operational capability assessment. Began operational capability assessment. Heart? Heart?

45. 45 This is sufficient for most Students most of the time. However…..

46. 46 Attitudinal / Behavioral Rubric

47. 47

48. 48 Crew Resource Management Explanation to Follow

49. 49 Why? “Head & Hand” Methods Well Established “Head & Hand” Methods Well Established Poorly Defined Acceptable Attitudinal / Behavioral Parameters. Poorly Defined Acceptable Attitudinal / Behavioral Parameters. “That was weird!” “That was weird!” Uses: Uses: Documentation Tool / No Points Documentation Tool / No Points Help Define “Intangibles” Help Define “Intangibles” Context for Peer Review Context for Peer Review “A work in progress.” “A work in progress.”

50. 50 4. Data Collection & Continual Peer Review.

51. 51 IP Collection (Student / Points)

52. 52 Class IP (With)

53. 53 Class IP Comparison (With)

54. 54 Class IP (Without)

55. 55 Class IP Comparison (Without)

56. 56 Topic Comparison

57. 57

58. 58 5. Feedback Regular Regular Formal Formal Specific Specific

59. 59 Counseling Regular Contact with Recruit. Regular Contact with Recruit. Benchmark Points @ 25, 50 & 75 points. Benchmark Points @ 25, 50 & 75 points. Audio Recording / Formal Audio Recording / Formal Constant Review with Legal. Constant Review with Legal. Established relationship with City Attorney Established relationship with City Attorney Early Use of Referrals and Constructive Action Plans. Early Use of Referrals and Constructive Action Plans.

60. 60 Example - 75 Points

61. 61 Regular Counseling

62. 62 After all of this, the most effective tool is…..

63. 63 Lunch.

64. 64 Break ?

65. 65 Attitudinal Measurement Oxymoron Oxymoron Can Measure Behavior, not Attitude. Can Measure Behavior, not Attitude. Consider Crew Resource Management as an effective model. Consider Crew Resource Management as an effective model. Genesis of Attitudinal / Behavioral Rubric Genesis of Attitudinal / Behavioral Rubric “Consequence based sliding scale.” “Consequence based sliding scale.”

66. 66 Crew Resource Management for Long Beach Fire Department

67. 67 An Introduction

68. 68 avoid error, avoid error, to trap errors committed to trap errors committed and to mitigate the consequences of error. and to mitigate the consequences of error. Definition- An error management approach defining behavioral strategies taught as error countermeasures that are employed to:

69. 69 “In the ten years it will take CRM to be introduced nationally, we will attend 1000 firefighter funerals… I can’t get that out of my mind.” Gary Briese, Executive Director IAFC

70. 70 Multiple Perspectives Origin from Military Aviation over 30 years ago. Origin from Military Aviation over 30 years ago. Integrated to Commercial Aviation 20 years ago. Integrated to Commercial Aviation 20 years ago. Discussed as a management tool in medicine 10 years ago, Discussed as a management tool in medicine 10 years ago, Fire Service text from 2004. Fire Service text from 2004.

71. 71 Basic Premises Technology has greatly minimized “Tool Error”. Technology has greatly minimized “Tool Error”. Human Factors primary causative agent for errors. Human Factors primary causative agent for errors. Rigid, hierarchal organizations especially prone to this type of failure. Rigid, hierarchal organizations especially prone to this type of failure.

72. 72 An Error Mitigation Troika Training on how to avoid errors. Training on how to avoid errors. Potential errors are "trapped" before they are committed. Potential errors are "trapped" before they are committed. Planning for mitigation of error consequences. Planning for mitigation of error consequences.

73. 73 Format 1 Naval Air

74. 74 Although the following was designed for Military Aviation, multiple terms are easily transferred to our environment. Although the following was designed for Military Aviation, multiple terms are easily transferred to our environment. “Mission” or “Flight” = “Run” “Mission” or “Flight” = “Run”

75. 75 Reference to your own experience. How do these descriptions compare to your well functioning teams?

76. 76 Crew Resource Management Naval Air https://wwwnt.cnet.navy.mil/crm/crm/stand_mat/seven_skills/sev_skills.asp

77. 77 Basic Elements Adaptability / Flexibility (AF) Adaptability / Flexibility (AF) Assertiveness (AS) Assertiveness (AS) Communication (CM) Communication (CM) Decision Making (DM) Decision Making (DM) Leadership (LD) Leadership (LD) Mission Analysis (MA) Mission Analysis (MA) Situational Awareness (SA) Situational Awareness (SA)

78. 78 ADAPTABILITY/FLEXIBILITY (AF) WHAT IS ADAPTABILITY/FLEXIBILITY? The ability to alter a course of action when new information becomes available.

79. 79 SITUATIONS THAT REQUIRE QUICK ADAPTATION When: Un-briefed Situations Arise A Routine Mission Becomes an Emergency Transitions Occur A Crew Member is Incapacitated Interactions are Strained

80. 80 MAINTAINING ADAPTABILITY / FLEXIBILITY Anticipate Problems Recognize and Acknowledge any change Determine if an SOP or Habitual Response is Appropriate Offer alternative solutions Provide and Ask for Assistance Interact Constructively with Others

81. 81 SETTING THE TONE FOR ADAPTABILITY / FLEXIBILITY Establish an open, professional atmosphere Ensure the crew understands the mission

82. 82 “AF” Example “During live fire exercises, Recruit Jones did not respond to instructor prompting that the exposure to the debris fire was smoking.” “During live fire exercises, Recruit Jones did not respond to instructor prompting that the exposure to the debris fire was smoking.”

83. 83 Assertiveness (AS) WHAT IS ASSERTIVENESS? The willingness/readiness to actively participate, state and maintain a position, until convinced by the facts that other options are better. Requires the initiative and the courage to act.

84. 84 COMFORT LEVEL (Risk Homeostasis) Comfort level is the degree to which you feel comfortable with what is happening, while taking into account that flying a mission can be dangerous and demanding. Whenever comfort level is exceeded, "Speak Up".

85. 85 BEHAVIOR CONTINUUM PASSIVE ASSERTIVENESS OVER AGGRESSIVENESS Overly courteous "Beats around the bush" Avoids Conflicts "Along for the ride." Active Involvement Readiness to take action Provide useful information Makes suggestions Domination Intimidation Abusive / Hostile

86. 86 BARRIERS TO ASSERTIVENESS Position of Authority Experience Rank Lack of Confidence Fear of Reprisal

87. 87 “AS” Example “Recruit Jones continues to stay at the back of the group during field training” “Recruit Jones continues to stay at the back of the group during field training” “Recruit Jones has interrupted field training with irrelevant comments several times.” “Recruit Jones has interrupted field training with irrelevant comments several times.”

88. 88 Communication (CM) WHAT IS COMMUNICATION? Communication is the clear and accurate sending and receiving of information, instructions, or commands, and providing useful feedback.

89. 89 TYPES OF COMMUNICATION Verbal (Involves Words) Spoken Written Non-Verbal (Everything but Words) Gestures Voice Intonation

90. 90 PROCESS OF COMMUNICATION Sender Conveys ideas or information to others Receiver hears or takes in information and provides feedback

91. 91 SENDER’S RESPONSIBILITIES Communicate in Appropriate Mode Verbal versus Non-verbal Convey Information Accurately and Concisely Provide Information at Appropriate Time Request Verification or Feedback

92. 92 RECEIVERS RESPONSIBILITY Actively Listen Active Vs. Passive Role Take action as a result of Communication Answer, or Respond, to Communications Ask for Clarification of Unclear Communication

93. 93 BARRIERS TO COMMUNICATION Noise Rank/Experience Task Overload Gender Attitudes Culture

94. 94 “CM” Example “Recruit Jones gives ladder commands is an overly subdued manner.” “Recruit Jones gives ladder commands is an overly subdued manner.” “During training evolutions, after redirection is given, Recruit Jones often looks away from the speaker and does not respond.” “During training evolutions, after redirection is given, Recruit Jones often looks away from the speaker and does not respond.”

95. 95 Decision Making (DM) What is Decision Making? Effective decision making refers to the ability to use logical and sound judgment to make decisions based on available information.

96. 96 This includes: Assessing the problem Verifying information Identifying solutions Anticipating consequences of decisions Informing others of decision and rationale Evaluating decisions

97. 97 A Decision Making Strategy for Troubleshooting: Identify all the symptoms Make a hypothesis as to the possible cause Test your hypothesis Apply appropriate remedies

98. 98 Another variation is John Boyd’s OODA Loop Observe Observe Orientate Orientate Decide Decide Act Act

99. 99

100. 100 Factors Which Promote Good Decision Making: Teamwork Extra time to make a decision Alert crew members Decision strategies and experience

101. 101 Barriers to Good Decision Making: Barrier How to Overcome Time Inaccurate or ambiguous info Pressure to perform Rank Difference Use SOP's and select the best decision using available information Cross-check info Evaluate the rationale for making a decision Use assertive behaviors

102. 102 Decision Strategy for Risk Assessment: (AESOP Model) Once a hazard has been detected, evaluate it to determine its potential effect on the planned flight by considering its impact on the: Aircraft Aircraft Environment Environment Situation Situation Operation Operation People People

103. 103 The analysis should consider the crew's relative ability to cope with changes in each of the five basic elements listed in the AESOP model.

104. 104 Remember: Good decisions optimize risk management and minimize errors, while poor decisions can increase them. Poor judgment or decision making is a leading cause of failure to complete missions and of mishaps. Each decision affects your future options.

105. 105 “DM” Examples “Recruit Jones continued to open the spreader on an auto extrication exercise in spite of obvious indications that the vehicle was becoming destabilized.” “Recruit Jones continued to open the spreader on an auto extrication exercise in spite of obvious indications that the vehicle was becoming destabilized.”

106. 106 Leadership (LD) WHAT IS LEADERSHIP? The ability to direct and coordinate the activities of other crew members or wingmen, and to encourage the crew to work together as a team.

107. 107 DESIGNATED LEADERSHIP Responsible Makes Final Decisions Normal Mode of Leadership Leadership by Knowledge or Expertise Occurs when the Need Arises TYPES OF LEADERSHIP FUNCTIONAL LEADERSHIP

108. 108 RESPONSIBILITIES OF LEADERSHIP Crew Performance Direct Actions Ask for Assistance

109. 109 TRAITS OF AN EFFECTIVE LEADER Respected Decisive Delegates Tasks Provides Feedback Leads by Example Keeps Crew Informed Open to Suggestions Builds Team Spirit Directs and Coordinates Activities Maintains a Professional Atmosphere Knowledgeable of how to do the Mission

110. 110 “LD” Example “As the assigned Truck Captain for the Recruit Academy, Recruit Jones has been noted to not assign tasks to other Recruits. He attempts to accomplish directives from the staff without appropriate delegation.” “As the assigned Truck Captain for the Recruit Academy, Recruit Jones has been noted to not assign tasks to other Recruits. He attempts to accomplish directives from the staff without appropriate delegation.”

111. 111 MISSION ANALYSIS (MA) What is Mission Analysis? Mission Analysis refers to the ability to develop short term, long-term and contingency plans, as well as to coordinate, allocate and monitor crew and aircraft resources.

112. 112 PHASES OF MISSION ANALYSIS include: Preflight In-flight Post flight

113. 113 PRE-MISSION ANALYSIS involves: Planning Preparation Briefing

114. 114 CHARCTERISTICS OF AN EFFECTIVE BRIEF Professional Stays Focused Assigns Responsibilities Interactive Complete

115. 115 IN-FLIGHT MISSION ANALYSIS involves: Short-term Planning Monitoring Mission Progress Identifying and Reporting Challenges or Changes

116. 116 POST-MISSION ANALYSIS is : Selective Review Interactive Timely

117. 117 “MA” Example “As the assigned Recruit Engine Captain, Recruit Jones was unable to prioritize a rescue task within the context of a live fire exercise.” “As the assigned Recruit Engine Captain, Recruit Jones was unable to prioritize a rescue task within the context of a live fire exercise.”

118. 118 SITUATIONAL AWARENESS (SA) What is Situational Awareness? Situational Awareness refers to the degree of accuracy by which one's perception of his / her current environment mirrors reality.

119. 119 PERCEPTION VERSUS REALITY View of Situation Incoming information Expectations & Biases Incoming Information versus Expectations

120. 120 FACTORS THAT REDUCE SITUATIONAL AWARENESS: Insufficient Communication Fatigue / Stress Task Overload Task Under load Group Mindset "Press on Regardless" Philosophy Degraded Operating Conditions

121. 121 How does this relate to us?

122. 122 Give Examples: Insufficient Communication Fatigue / Stress Task Overload Task Under load Group Mindset "Press on Regardless" Philosophy Degraded Operating Conditions

123. 123 “SA” Example “Recruit Jones did not recognize or respond to the kink in the supply line.” “Recruit Jones did not recognize or respond to the kink in the supply line.” “During the extrication simulation, Recruit Jones stopped operation of the spreader until the adjoining destabilized vehicle was cribbed.” “During the extrication simulation, Recruit Jones stopped operation of the spreader until the adjoining destabilized vehicle was cribbed.”

124. 124 Format 2 Crew Resource Management For the Fire Service Okray & Lubnau 2004

125. 125 Safety Culture “Not another program!” “Not another program!” Individual Responsibility Individual Responsibility Non-Punitive Culture and Policy to Error Non-Punitive Culture and Policy to Error

126. 126 Mission Analysis & Planning Micro – Training Opportunities Micro – Training Opportunities Accountability Accountability Risk Versus Gain Analysis Risk Versus Gain Analysis Risk Acceptance Risk Acceptance

127. 127 Situational Awareness Killer Equation- Killer Equation- Reality times perception still equals reality. Reality times perception still equals reality. A Enhancement Strategy: A Enhancement Strategy: Maintain Control Maintain Control Timely Assessment Timely Assessment Multiple Sources Multiple Sources Monitor Results Monitor Results

128. 128 Communications Recognize different forms. Recognize different forms. No assumptions No assumptions System Approach: System Approach: Inquiry Inquiry Advocacy Advocacy Monitoring (Situational Awareness) Monitoring (Situational Awareness) Feedback Feedback

129. 129 Effective Communication Utilizes more than one form. Utilizes more than one form. Both sender and receiver recognize perceptions, influences and situations (Filters) that affect the message. Both sender and receiver recognize perceptions, influences and situations (Filters) that affect the message. Must have active listeners. Must have active listeners. Communication loop (sending, receiving, feedback) Communication loop (sending, receiving, feedback)

130. 130 CRM Leadership Three Steps: Three Steps: Introduction Introduction Integration Integration Trust Trust Recognize formal and informal (situational) leaders. Recognize formal and informal (situational) leaders.

131. 131 CRM “Followership” Interaction Interaction Listening Skills Listening Skills Receiving, interpreting and following instructions Receiving, interpreting and following instructions Making decisions together. Making decisions together. Watching out for one another. Watching out for one another.

132. 132 Hazardous Attitudes Anti-authority Anti-authority Impulsivity Impulsivity Invulnerability Invulnerability Macho Macho Resignation Resignation Pressing Pressing

133. 133 Decision Making Define Problem Define Problem Generate a course of action Generate a course of action Evaluate a course of action Evaluate a course of action Carry out a course of action Carry out a course of action

134. 134 Keys to Good Decision Making Maintain good situational awareness. Maintain good situational awareness. Maintain technical proficiency Maintain technical proficiency Know your resources Know your resources Evaluate, Evaluate, Evaluate Evaluate, Evaluate, Evaluate

135. 135 We have seen this stuff before!

136. 136 HazMat & WMD G – Gathering G – Gathering Information E – Estimating Course and Harm D – Determining Strategic Goals A – Assessing Tactical Options & Resources. P – Planning & Implementing Actions E – Evaluating R - Reviewing

137. 137 Two Key Weaknesses

138. 138 Debriefings & Critiques Similar to CISD Similar to CISD “The Blue Line” “The Blue Line” Template: Template: 1. Just the facts 1. Just the facts 2. What did you do? 2. What did you do? 3. What went wrong? 3. What went wrong? 4. What went right? 4. What went right? 5. What can be done? 5. What can be done?

139. 139 “Mandatory refresher training wastes the instructor's time, the firefighter’s time and the citizen’s dollars. Saving “a problem” for refresher training is a disservice to our firefighters and the public we protect.” Page 254

140. 140 Strategies for Implementation Step 1 – Train to technical proficiency. Step 1 – Train to technical proficiency. Step 2 – Train to CRM proficiency. Step 2 – Train to CRM proficiency. Train risk vs. gain. Train risk vs. gain. Include CRM in department culture. Include CRM in department culture.

141. 141 Strategies for Implementation Step 1 – Train to technical proficiency. Step 1 – Train to technical proficiency. Traditional perception of “Training”. We do this well!

142. 142 Strategies for Implementation Step 1 – Train to technical proficiency. Step 1 – Train to technical proficiency. Step 2 – Train to CRM proficiency. Step 2 – Train to CRM proficiency. “Error Tolerant” Culture, especially in Recruit Training. Assertiveness

143. 143 Strategies for Implementation Step 1 – Train to technical proficiency. Step 1 – Train to technical proficiency. Step 2 – Train to CRM proficiency. Step 2 – Train to CRM proficiency. Train risk vs. gain. Train risk vs. gain. “Fuzzy Logic” Values are assigned to situational elements. Train “Experience”.

144. 144 Strategies for Implementation Step 1 – Train to technical proficiency. Step 1 – Train to technical proficiency. Step 2 – Train to CRM proficiency. Step 2 – Train to CRM proficiency. Train risk vs. gain. Train risk vs. gain. Include CRM in department culture. Include CRM in department culture. ?

145. 145 Managing The Unexpected Presenters: Karl Weick Kathleen Sutcliffe Jacksonville Florida February 28, 2005

146. 146 Rate Preoccupation with Failure  Regard close calls and near misses as a kind of failure that reveals potential danger rather than as evidence of our success and ability to avoid danger.  We treat near misses and errors as information about the health of our system and try to learn from them.

147. 147 Rate Reluctance to Simplify  People around here take nothing for granted.  People are encouraged to express different points of view.

148. 148 Rate Sensitivity to Operations  During an average day, people come into enough contact with each other to build a clear picture of the situation.  People are familiar with operations beyond one’s own job.

149. 149 Rate Commitment to Resilience  There is a concern with building people’s competence and response repertoires.  People have a number of informal contacts that they sometimes use to solve problems.

150. 150 Rate Deference to Expertise  If something out of the ordinary happens, people know who has the expertise to respond.  People in this organization value expertise and experience over hierarchical rank.

151. 151 Mismanaging the Unexpected: An Abrupt and Brutal Audit

152. 152 Review

153. 153 Cognitive / Head Cognitive / Head Validated / Peer Reviewed Exams Validated / Peer Reviewed Exams Psychomotor / Hand Psychomotor / Hand Realistic Manipulative Testing Realistic Manipulative Testing Affective / Heart Affective / Heart Multiple Simulated Emergencies Multiple Simulated Emergencies Artificial Stressors Artificial Stressors CRM CRM

154. 154 Feedback and Document !

155. 155 Our Feedback Exit Interview with Chief Officer. Exit Interview with Chief Officer. They say “Thank You” They say “Thank You” Multiple Post Academy Professional Evaluations. Multiple Post Academy Professional Evaluations. Graduates volunteer and come back to help. Graduates volunteer and come back to help.

156. 156 Exercise 3 Use Behavioral / Attitudinal Rubric Use Behavioral / Attitudinal Rubric Describe Event to be used for counseling. Describe Event to be used for counseling. Use only a few sentences. Use only a few sentences. Describe Environment. Describe Environment. Discuss Potential Consequences. Discuss Potential Consequences. Based on severity, what follow-up is necessary. Based on severity, what follow-up is necessary. Base example on personal experience. Base example on personal experience.

157. 157 Use “SOAPE” to organize your document.

158. 158 “SOAPE” Format as below 1. Subjective / Summary 1. Subjective / Summary 2. Objective 2. Objective 3. Assessment 3. Assessment 4. Plan 4. Plan 5. Evaluate 5. Evaluate

159. 159 “SOAPE” Develop Document as Below: 5. Subjective / Summary 5. Subjective / Summary 1. Objective 1. Objective 2. Assessment 2. Assessment 3. Plan 3. Plan 4. Evaluate 4. Evaluate

160. 160 Subjective / Summary Introduction Introduction Inform that there is a potential for discipline, if applicable Inform that there is a potential for discipline, if applicable Brief description of behavior, from your perspective. Brief description of behavior, from your perspective. Distillation of the entire document in a few sentences. Distillation of the entire document in a few sentences. This section is presented first; however written last. This section is presented first; however written last.

161. 161 Objective Clear, critical description of behavior. (Anyone can see it.) Clear, critical description of behavior. (Anyone can see it.) No emotion No emotion Chronologic Chronologic Frequency Frequency Factual Factual Identify witnesses Identify witnesses Report the individual’s comment’s and responses to the Counseling / Coaching. Report the individual’s comment’s and responses to the Counseling / Coaching. Include actual negative consequences of action. Include actual negative consequences of action.

162. 162 Assessment (Explanation) Reference the violation. Reference the violation. P & P’s P & P’s Standards Standards Common Practice Common Practice Crew Resource Management Crew Resource Management Describe potential consequences of future similar actions Describe potential consequences of future similar actions

163. 163 Plan (Administrative Consequences) Potential Treatments: Potential Treatments: EAP (Employee Assistance) EAP (Employee Assistance) CAP (Constructive Action Plan) CAP (Constructive Action Plan) Plan for Improvement Plan for Improvement Discipline recommendation Discipline recommendation Additional Training Additional Training Outline future potential progressive discipline in general terms. Outline future potential progressive discipline in general terms.

164. 164 Evaluation (Administrative Controls) Remediation (Treatment) follow-up Remediation (Treatment) follow-up Establish specific time frame Establish specific time frame Establish specific behavior change(s) required. Establish specific behavior change(s) required. Establish metrics Establish metrics

165. 165

166. 166