Train-the-Trainer by DataHomeLab

A1.3 The C-A-L Debriefing Model

How to clarify roles and expectations at the start of the session, the recommended introduction, the rationale and the points to include, the debriefing format and agenda development, and Table 1 (the C-A-L model for LOS debriefings).

Getting started

Clarifying roles and expectations: the introduction

A short introduction at the beginning of the session is the lever that lets the rest of the session run crew-centred. Without it the crew defaults to passive-recipient mode; with it the crew has been told how to participate, why the session is structured this way, how long it will last, and what format it will use.

The purpose of the introduction

The introduction has two purposes:

  • To explicitly state how the crew should participate in the debriefing and how you, the instructor, will participate.
  • To provide a persuasive rationale for crew-centred debriefing.

Why introductions are important

  • The crew can't be expected to participate in a certain way if they are not told how they are expected to participate. Individuals want and need to know what is expected of them.
  • A good introduction encourages the crew to take responsibility for the debriefing session.
  • Introductions have been shown to increase the amount and depth of crew participation.

Important points to include in the introduction

Effective introductions should address all of the issues in the following four categories.

The instructor's role
  • Outline the process for the debriefing and help establish an instructor agenda.
  • Help the crew identify topics and facilitate crew discussion as necessary.
  • Act as a resource for CRM and technical issues.
  • Keep discussion crew-centred rather than instructor-centred.
  • Ensure that the training objectives are met.
The crew's responsibilities
  • Raise issues and initiate discussion.
  • Discuss issues directly with each other rather than only with the instructor.
  • Discuss CRM techniques used during the LOS and other techniques which could have been used profitably.
  • Critically analyse the situations that were encountered and how they attempted to manage those situations.
  • Evaluate how things turned out and why. Discuss what, if anything, they would do differently in the future.
The rationale for using crew-centred debriefing
  • Crews learn better through self-discovery and self-analysis than by lecture.
  • Crew-centred debriefing draws upon the crew's professional expertise and motivation to perform well.
  • It helps the instructor understand the crew's performance.
The expected length and format of the debriefing
  • Tell the crew how long the session will last (so they will not be motivated to keep quiet in hopes of a short session). A thorough crew-centred debriefing can usually be accomplished in an hour.
  • Tell crews explicitly what format will be used for the debriefing (e.g., setting an agenda of topics to discuss, using videos to introduce and supplement discussion, using the C-A-L model to keep focused on important topics).

A sample introduction

The verbatim sample introduction is hosted alongside the closing guidelines in A1.6 Sample Question Forms and Closing Notes so that the introductory script and the closing crib sheet read together.

Debriefing format

Developing an agenda for the discussion

A primary debriefing objective is for discussion to be crew-centred. As the instructor, you play a critical role in helping the crew develop a structure for their discussion and in ensuring that all important issues that arose during the LOS are covered. It is important to get the crew members to actively participate in developing the agenda so they can develop the skill of identifying issues that arise in line operations.

Ask the crew to identify any topics, situations or performance issues they would like to discuss. Remind them to include aspects of their performance that worked well, not just aspects that might be improved. The issues you noted during the LOS are also an important part of the debriefing agenda. As the instructor, you need to ensure that all critical issues are covered. You can introduce issues not identified by the crew at an appropriate point during the debriefing.

Typically, it is easiest to discuss phases of the flight in chronological order so videotaped segments of the LOS performance can be incorporated into the discussion without requiring extensive searching on the VCR. However, this is largely a matter of personal preference and some instructors prefer to start the discussion immediately when crew members suggest a topic in order to reinforce the crew's initiative. One advantage of showing video segments related to each topic is that after viewing their performances objectively, crew members may be better able to analyse and evaluate their performances in depth.

Organising the discussion: the C-A-L model

The C-A-L model (Table 1) incorporates three main concepts: CRM (C); Analysis and evaluation of LOS performance (A); and application to Line operations (L). This model provides a simple framework for crew discussion of each LOS situation or topic. Posting a copy of the model on the wallboard will help remind the crew of each aspect of their performance they should address. A1.5 Five-Point Facilitator Rating Scale addresses in detail how to put this model to work.

The three components map onto the three operational deliverables of any debrief: the crew should leave understanding what CRM looked like in this session (C), how to evaluate their own performance against an explicit standard (A), and how the lessons of this session translate to their own next line operation (L). C without A becomes abstract CRM theory; A without L becomes a self-critique that does not change behaviour; L without C and A becomes a wishlist with no anchor.

Table 1. C-A-L Model for LOS Debriefings

The reproduction below preserves the original table layout. The three rows are the three components of the model.

C: CRM. Applying the company model

Use wallboards with list of CRM concepts.

  • Tie CRM concepts and techniques to operational issues.

Put CRM into practice.

  • Crew discussion of the LOS should be interactive.

A: Analysis and Evaluation of LOS Performance

Explicitly evaluate performance during the LOS.

  • How effective was management of the situation?
    • What went well, and why?
    • What could be improved, and how?

Interactively analyse the situation confronted.

  • What happened?
  • How was it managed (include CRM techniques utilised)?
  • Why was it managed that way?

L: Line Operations. Applying Lessons from LOS

Discuss how the LOS performance and associated CRM issues relate to line operations.

  • Discuss related line incidents that illustrate CRM issues.
  • Discuss how to apply LOS success to line operations.

Discuss how things could have been done differently.

  • What could have been done differently to improve the outcome in the LOS?
    • What CRM techniques could have helped?
    • How could you turn areas for improvement into strengths?
  • What can be done to prevent or manage similar situations on the line?

Putting Table 1 to work

The walkthrough in A1.5 Five-Point Facilitator Rating Scale takes each row of Table 1 in turn and reproduces the worked dialogue exchanges (effective and ineffective) that illustrate how a skilled instructor moves the discussion through the C, A and L components. The technique inventory the instructor draws on at each step (questions, silence, active listening, use of video) is reproduced in full in A1.4 Facilitation Techniques. A good way to organise debriefing each segment of the LOS is to show the appropriate video segment and then use the components of the C-A-L model to guide the discussion.

Connections