| Assertiveness training | Dedicated to developing communication strategies that support task-relevant and team-performance relevant assertiveness |
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Clearly define training objectives around task-relevant and team performance assertiveness rather than general assertive behaviours and differentiate from aggressive behaviours. -
Compare and contrast effective and ineffective assertive behaviours -
Provide opportunities to practice appropriate assertiveness that include feedback. Practice should also strive to include realistic time pressures or other stressors to allow practice using and reacting to appropriate assertiveness under such conditions.
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| Cross -training | Team members learn the roles that comprise the team, as well as the tasks, duties, and responsibilities fulfilled by fellow team members. |
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Include information about the roles and responsibilities of other team members and how they operate to achieve these. -
Explain the why— clarify who members depend on for information. -
Provide opportunities to shadow another role if possible. -
Provide feedback during cross-training that facilitates the formation of reasonable expectations of one another.
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| Error management training | Participants are encouraged to make errors during training scenarios, analyse these errors and practice error recognition and management skills. |
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Ensure trainees understand the purpose of this training strategy is to encounter errors and to have the opportunity to practice managing them in a safe environment. -
Frame errors as positive opportunities for learning. -
Embed the opportunity to make errors into training scenarios by providing minimal guidance during the scenario. -
Follow the scenario with immediate feedback and discussion to facilitate learning.
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| Guided team self-correction | Strategy designed around a cycle of facilitated briefings and debriefings that occur around a training scenario or live event. |
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Define the team self-correction skills to be trained prior to team self-correction training. -
Record positive and negative examples of teamwork dimensions during team performance episode. -
Classify and prioritise observations, diagnose strengths and weaknesses, and identify goals for improvement before beginning debrief. -
Set the stage for team participation and solicit examples of teamwork behaviour during debrief.
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| Metacognition training | Focuses on developing cognitive aspects of team performance by teaching strategies dedicated to analysing, updating and aligning mental models of the s task, coordination strategy, and contingencies. | Cue-strategy associations
Mission analysis
SMMs
Team adaptation | Develop training objectives around cognitive processes such as planning, monitoring and re-analysis.
Structure metacognitive practice tasks around a subject that trainees have pre-existing knowledge about. |
| Team adaptation and coordination training | Focuses on how to effectively use all available resources (ie, people, information, etc.) through effective team communication, coordination and cooperation. Crew or Crisis Resource Management is a form of TACT. |
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Backup behaviour -
Closed-loop communication -
Cue-strategy associations -
Mission analysis -
Mutual performance monitoring -
Leadership -
Shared mental models
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Develop training objectives that address around transportable teamwork competencies for ad-hoc teams (no history or future). -
Training team-specific competencies can also be incorporated for intact teams. -
Train intact teams together if possible. -
Create opportunities for both guided and unguided practice. -
Develop feedback mechanisms that engage self-reflection and team self-correction following practice opportunities. -
Develop tools that support effective teamwork, but recognise that tools alone (eg, checklists) cannot optimise team performance (and alone may negatively impact performance).
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