Train-the-Trainer by DataHomeLab

A3.6 Category 5 Use of Videos

Category purpose. One stated purpose of showing videotaped segments of the LOFT is to enable the crew members to see how they performed from an objective viewpoint so they can better evaluate their performance. More realistically, perhaps, the video reminds the crew of the situation, aiding their memory and providing a focus for discussion.

The rubric's category framing is unusually candid: the official purpose of LOFT video (objective self-evaluation) is acknowledged, but the operational reality is named explicitly (memory aid and discussion focus). The four markers below score the operational use, not the official purpose: an instructor whose video discipline serves the discussion well scores high here even if the crew does not "see themselves objectively" in the strong sense.

Behavioural markers

The four markers for Category 5, scored on the 1-to-5 scale defined in A3.1 Purpose and Directions:

  1. Number and duration. Shows an appropriate number of videos of appropriate duration to illustrate/introduce topics.
  2. Equipment efficiency. Uses video equipment efficiently: is able to find desired segment without wasting time and pauses the video if substantial talk begins while playing.
  3. Segment as discussion basis. Uses video segments as a basis for discussion of specific topics.
  4. Point-making. Has a point to make and uses the video to make that point.

The category also carries an "Overall rating of Focus on Use of Videos" line (a rubric-internal label that mismatches the category title; reproduced verbatim), which is the total of the four marker scores.

Rating standards

The 20 rating-anchor descriptors for Category 5, reproduced verbatim. Rows are the four markers; columns are the five rating levels (Poor 1, Marginal 2, Adequate 3, Good 4, Very Good 5).

Marker Poor (1) Marginal (2) Adequate (3) Good (4) Very Good (5)
1. Number and duration Shows way too few or too many videos which are often much too long and/or short. Does not use videos to illustrate/introduce topics. Clearly shows too few or too many videos, sometimes of much too long and/or short a duration. Many videos not used to illustrate/introduce topics. On average shows an appropriate number of videos, usually of appropriate duration, to illustrate and introduce topics. Usually shows an appropriate number of videos of appropriate duration to illustrate/introduce topics. Consistently shows an appropriate number of videos of appropriate duration to illustrate/introduce topics.
2. Equipment efficiency Uses video equipment very inefficiently: wastes substantial time trying to find desired segments and fails to pause the video if substantial talk begins while playing. Uses video equipment inefficiently, wasting significant time trying to find desired segments while rarely pausing the video if substantial talk begins while playing. On average uses video equipment somewhat efficiently, finding desired segment without wasting too much time and generally pausing the video if substantial talk begins while playing. Usually uses video equipment efficiently: is able to find desired segment without wasting much time and pauses the video if substantial talk begins while playing. Consistently uses video equipment efficiently: is able to find desired segment without wasting time and pauses the video if talk begins while playing.
3. Segment as discussion basis Usually does not discuss video segments, and when discussed usually lectures to crew without encouraging (and often hindering) crew participation. Tends not to discuss video segments, and when they are discussed tends to lecture to crew about what occurred, only minimally encouraging crew to participate in a discussion. Generally encourages crew to discuss video segments or topics, but may also lecture to crew, thereby somewhat discouraging thorough crew discussion. Works to get crew to discuss most of the video segments or topics in detail. Actively evokes and consistently pursues thorough crew discussion of each video segment or topic.
4. Point-making Rarely has a point to make or uses the video to make a point. Only occasionally has a point to make or uses the video to make a point. Generally has a point to make, but the point is not always clearly tied to the video. Usually has a point to make and uses the video to make that point. Consistently has a point to make and uses the video to make that point.

How to read the marker progression

Marker 1 (number and duration) collapses two FSF / NASA video-discipline rules into one rated dimension: "avoid showing a large number of segments or very long segments" and "do not show a video segment unless you intend to discuss it" (both reproduced in 7.3 General Debrief Techniques). The Poor descriptor explicitly captures the no-discussion antipattern ("Does not use videos to illustrate/introduce topics"); the higher levels rate the appropriateness of count and duration on the assumption that the videos shown are intended for discussion.

Marker 2 (equipment efficiency) operationalises the FSF / NASA "be proficient with the equipment" rule and the index-events-during-the-LOS rule. The progression rewards both technical fluency (finding the segment quickly) and discipline (pausing when discussion begins). The compound criterion at every level matters: an instructor who can find segments quickly but does not pause for discussion is doing only half the job; the rubric scores both halves jointly.

Marker 3 (segment as discussion basis) ratings progress from active counterproductive behaviour (lecturing while or after the video plays, "often hindering crew participation" at Poor) through partial discipline ("may also lecture to crew, thereby somewhat discouraging thorough crew discussion" at Adequate) to active facilitation ("actively evokes and consistently pursues thorough crew discussion" at Very Good). The descriptor language tracks the lecture-vs-facilitate failure mode that Category 3 Marker 4 also scores; an instructor who lectures during video playback typically also lectures elsewhere in the debrief.

Marker 4 (point-making) rates the discipline of intentional video selection. The Adequate descriptor's qualifier "but the point is not always clearly tied to the video" captures the partial-discipline failure: the instructor has selected a video for a reason, but the connection between the selected segment and the point being made is not made explicit to the crew. The Good and Very Good descriptors fix this by ensuring the video is used to make the point rather than just played alongside it.

Connections