Leadership

Multi Crew Coordination Course
Leadership / Followership and Authority
But of a good leader, who talks little,

When his work is done, his aim fulfilled,
They will all say, "We did this ourselves."
Lao Tzu
At the completion of this block of instruction

the student should:
1. Understand the regulatory environment influencing authority and leadership.
2. Understand the corporate philosophy pertaining to authority.
3. Know the relationship between leadership and authority as part of a larger system.
4. Know the impact of Captain’s performance on overall crew effectiveness.
5. Understand the importance of setting the structure and setting the climate for
efficient and effective flight operations.
6. Be able to select appropriate leadership behaviors for a given situation.
7. Understand the use of supporting behaviors for leadership and authority skills.
8. Understand the skills needed for effective cockpit leadership and followership.
9. Understand the need to clarify roles and expectations for followers.
DEFINITIONS
• Leadership: A general systemic and relational process that emphasizes the
ability to exercise skill in the movement toward goal attainment. From this
perspective, leadership is proactive rather than reactive, and necessarily takes
into account other members of the group.
• Followership: An individual’s ability to contribute to task and goal
accomplishment through supportive technical, interpersonal, and cognitive
skills. Followership is not a challenge to the captain’s authority, but neither is it
unthinking compliance with directives. Good followership is proactive without
diminishing the authority of the captain.
• Authority: Potential to influence or command thought, opinion, or behavior of
others. The effectiveness of that authority is influences by peers' and
coworkers' respect for that authority.
• Authority and responsibility of the PIC: The pilot of the aircraft is directly
responsible for, and the final authority as to, the operation of that aircraft.
• Initiative: An individual’s ability to begin an action, without external direction,
to overcome a perceived deficiency.
LEADERSHIP/FOLLOWERSHIP MODEL COMPONENTS

The cockpit system structures in our model include;
• the external environment,

• the climate and structure of the cockpit,
• individual attributes, and
• the roles and responsibilities of the crew members.
These various factors are acknowledged and attended to through effective

communications.
External Environment
We identified four external environmental factors – factors over which the
flight crew has little or no control -- that influence leadership and
followership.
While the crew may not be able to change these factors readily, their
reaction to these external factors may be critical to flight safety.
The regulatory environment

The corporate environment
The market environment
The physical environment.
The Regulatory Environment
• The most obvious external factor that influences leadership and followership
is the regulatory environment. This is the legal structure within which the
flight operates. The International Civil Aviation Organization, and other
aviation regulatory agencies, impose many of these parameters.
The Corporate Environment

• This is most apparent, from the pilot's perspective, as yet another layer of
written policies and procedures established by the company.
In addition, the corporation -- knowingly or unwittingly -- conveys an attitude

and this corporate culture is manifested in the cockpit, often as unwritten
norms. Indeed, on occasion, the corporate culture may be in conflict with the
regulatory environment or individual values.
The Market Environment

• Yet another external factor which influences the crew is the market
environment.
Customer expectations, external service providers (i.e., catering and fuel

services, crew accommodations), and labor/management relations each have
an impact flight operations as do factors that impact profitability and the
overall health of the company.
The Physical Environment

• The last external factor affecting leadership and followership is the physical
environment.
This includes the weather, the condition of the aircraft, and Air Traffic Control
considerations. These forces can have a considerable impact on crew
performance, particularly on operational decisions.
CLIMATE AND STRUCTURE

• Much more within the control of the flight crew are the internal climate and
structure.
• The ultimate goal of setting a climate and establishing a structure is to ensure
effective crew performance.
• To this end, one or more of the crew members carry out structuring tasks (i.e.,
planning, delegating, coordinating and monitoring) and climate-setting tasks
(i.e., motivating, clarifying roles, coaching) using technical, cognitive and
communication skills to accomplish both types of tasks.
• The anticipated outcome is more effective problem solving, decision making,
workload management, and/or conflict resolution.

• To some degree the structure is dictated externally by regulations and
company procedures.
• The cockpit climate, on the other hand, is a mixture and a reflection of the
attitudes of the crew members. In most cases, the captain has the greatest
impact on cockpit-specific climate and structure.
• Further, climate-setting, in particular, can be very subtle. Non-verbal cues and

body language can be as illuminating as words.
• If the captain conducts only a cursory briefing -- or no briefing -- he or she

conveys an attitude about the value of crew coordination and communication.

• The structure is established -- normally during the briefing -- by setting the
operational parameters. The captain can discuss the specifics of the route,
who will fly what leg, how abnormal situations should be handled, etc.
• The captain may elect to include the cabin crew or not during the pre-flight
briefing. While our main concern is with the cockpit, the climate and structure
which includes the cabin crew and the ground crew cannot be ignored.
• Examples of the negative results of a poor relationship between the cabin

and flight crew are all too frequent.
Roles and Responsibilities
• At the individual level, the leader and the follower(s) are defined by the
hierarchical position held--their formal role. In addition, each crew member
has a designated, functional role -- pilot flying (PF) or pilot-not-flying
(PNF).
• Leader/follower roles may be associated with the formal or designated role.

However, leadership and followership may also shift as the situation changes.
• In abnormal situations, for example, one crew member may be required to

take a leadership role with other crew members or passengers. In other
instances, leadership and followership roles may emerge as the result of
operational variables.
Knowledge, Skills & Attributes
• Each member of the crew brings to the cockpit knowledge, skills, and
attributes which can be applied to their formal role (i.e., captain, first officer,
second officer), to their designated, functional role (i.e., pilot flying, pilot not
flying), and to their informal or emergent role as a leader or follower.
• Knowledge refers to information that the individual remembers and/or

understands. Knowledge can be classified as facts, procedures, concepts, or
principles (Romiszowski 1984).
• For the purposes of this research, we defined skill as a developed ability,

aptitude or knowledge used effectively and readily in the execution or
performance of tasks" in an effort to differentiate skills from operational
functions or tasks and from personal attributes.
Communications
Effective communications is an essential component of the leadership/followership model.
It is the critical link and crew members need to communicate openly and supportively.
Stevens & Campion (1994) suggest that open and supportive communication has five
Characteristics:
• First, it is behavior- or event-oriented, not person oriented.
• Second, there is congruence between what the communicator feels and says, between
verbal and nonverbal messages.
• Third, open and supportive communication validates individuals. Messages that convey
superiority, rigidity of position, or indifference toward the recipient do not validate.
• Fourth, open and supportive communication is conjunctive; that is, each crew member
has the opportunity to speak (using appropriate timing) and topics are not disconnected
or monopolized.
• Fifth, open and supportive communication is owned. Ownership means that crew
members take responsibility for their statements and ideas.
Communications
• Stevens and Campion also suggest that effective communications skill include
the ability to listen actively and non-evaluatively, interpret nonverbal
messages, and engage in small talk and ritual greetings.
• We would also suggest that effective cockpit communications are "loop“

communications; that is, the communication must include a feedback loop
otherwise cockpit communications are likely to be one-way. This
communications loop is implicit in our model.
Interacting Skills
• Skills analysis resulted in the identification of six skills common to both
leadership and followership. As noted previously, we defined skill as "a
developed ability, aptitude or knowledge used effectively and readily in
the execution or performance of tasks" in an effort to differentiate skills
from operational functions or tasks and from personal attributes.
• These skills have a knowledge base and they can be developed, practiced,
observed, and assessed. Our validation research strongly suggests that
effective use of these skills increases crew effectiveness.
Leadership / Followership Model
LEADERSHIP/FOLLOWERSHIP
SKILLS
• The following is a list of CRM skills for crew members, that define the six
leadership/followership skills.
• 1. ENVISIONING
• 2. MODELING
• 3. INFLUENCE
• 4. RECEPTIVENESS
• 5. INITIATIVE
• 6. ADAPTABILITY
1. ENVISIONING
What is Envisioning ?
DEFINITION
Creates and articulates a plan for the future.
BEHAVIORS
Develops and shares the plan or “mental model” of the flight or task
Anticipates problems and/or opportunities
Supplies meaning and direction to other crewmembers
1. ENVISIONING
• A crewmember creates and articulates a picture or a plan. Part of this process

of envisioning involves one's experience with the particular task. This can
originate, from any crewmembers not just the captain.It is, however,
primarily associated with captains and their effectiveness.
• Because of varied experience levels, it is necessary, for crew members to
clearly verbalizing to others their plan of how to do a specific task.
• It also involves anticipating future problems and/or opportunities as they relate
to a specific task.
• A crew member who has a clear vision of a task also supplies meaning and
direction to other crewmembers. A clear vision begins as an idea -- an idea that
is a part of one's decision making process.
• To develop the idea or vision, one must create an open communications
environment. That idea is validated by asking questions and receiving input,
critiquing one’s idea, and stating decisions so others know what is expected of
them and the boundaries within which they are expected to operate. They
know the expected outcome and what the process was to achieve that task
2. MODELING
What is Modeling?
DEFINITION
• Exhibits behavior consistent with the carrier’s highest technical, CRM, and
ethical standards
BEHAVIORS
• Demonstrates through personal example what is expected of others
• Gives advice and positive feedback to others when appropriate
• Treats other crewmembers, employees, and passengers with respect
2. MODELING
• Modeling in not only “do as I say” but “do as I do”. Crewmembers exhibit behavior that
is consistent with the Company’s and the Industries highest technical and ethical
standards.
• Modeling correlates fairly equally to all crewmember’s effectiveness. One’s personal
example demonstrates what is expected of others.
• Captain can model very effectively during the crew formation process by conducting an
effective bringing. The captain who flies by profiles when possible, and uses all
available navaids during approaches, is telling the first officer this is the way to fly.
• Flight Attendants who spend time walking through the cabin after scheduled service are
telling the FAs this is also the way to do the job.
• Modeling is also giving advice and positive feedback to others when appropriate. The
first officer who is struggling to fly an approach or is a little behind the airplane may be
soliciting advice when s/he verbalized frustration or anger over his/her inability to catch
up.
• The flight attendant that is reacting stressfully to events during service or in dealing with
an unruly customer may appreciate verbal support or suggestions on how to deal with
the issues.
3. INFLUENCE
What is Influence?
DEFINITION
• Obtains commitment from others to ideas or actions.
BEHAVIORS
Using effective interpersonal skills, styles, and methods to appeal to others’
logic in order to get support for an idea or viewpoint
• Uses tact when asserting a position

• Uses appropriate level of assertion when advocating a position
• Establishes a rapport with others
3. INFLUENCE
• A person who has good influencing skills obtains commitment from others to
ideas or actions using effective interpersonal skills and methods. One of the
effective interpersonal skills when trying to influence others is to be tactful.
Tact involves courtesy, respect, and sympathie.
• This term includes the concept of assertiveness. The term assertion means
to state a need, thought or want. People often have difficulty influencing
others by the way they express an assertive statement.
• The desired result is to try to get others to listen to ones’ ideas and consider
them for their merit without becoming offended or defensive.
• Influencing others occurs when one appeals to others’ logic in order to get
support for an idea or viewpoint. Using “ I think” statements or “ I would
like” statements rather than “you should” statements creates ownership rather
than projecting fault.
• Statements like “what about …” or “what do think about…”, while
common, and probably effective, may not be the most efficient. These
statements invite dialogue that may or may not be relevant. Dialogue about the
issue is important.
• Dialogue about the meaning of a statement or playing “twenty questions” is
inefficient.
4. RECEPTIVENESS
What is Receptiveness?
DEFINITION
• Encourages, pays attention to, and coveys understanding of another’s ideas,

comments, or questions.
BEHAVIORS
• Encourages feedback from others
• Incorporates suggestions from others into decisions
• Actively listens to others
4. RECEPTIVENESS
• Receptive crewmembers encourage others, pay attention to , and convey

understanding of another’s ideas, comments or questions. This is done when
captains encourage feedback when briefing first officers and flight
attendants..
• Receptive crewmembers encourage feedback from others and incorporate
suggestions from them into decisions.
• Feedback involves active listening which includes body language such as
direct eye contact, and nodding with understanding. Paraphrasing, agreeing
and questioning are verbal components of active listening as well.
• When the flying pilot asks if there are any questions after the approach
briefing s/he needs to be receptive to the solicited input.
5. INITIATIVE
What is Initiative?
DEFINITION
• Begins an action, without external direction, to resolve an operational need.
BEHAVIORS
• Looks for more effective ways of doing things
• Takes on a task or job which needs to be done
• Takes appropriate action without having to be told; informs others of the
action
5. INITIATIVE
• Crewmembers who show initiative, begin an action, without external direction,

to accomplish a necessary task.
• These are the pilots or flight attendants who also look for a more effective way
of doing things.
• For pilots, initiative correlates highly to both captains and first officers when
they are working together. When captains create a vision or mental model such
as the departure briefing, and share that with the first officer, a higher level of
initiative results in the first officer.
• The first officer knows what is expected, and knows the limits of his/her
behavior. Initiative also takes place on tasks that need to be done.
• The non-flying pilot can volunteer to call flight service to get the latest weather.
• The first officer reminds the captain about turning on the engine anti-ice when
the captain has forgotten it.
• And finally, initiative means taking appropriate action without having to be
told and then informing others of the action.
6. ADAPTABILITY
What is Adaptability?
DEFINITION
• Adjusts to changing environments, ambiguity, and abnormal situations
BEHAVIORS
• Changes the plan without difficulty when new information indicates changes
are required
• Able to operate within the structure, but understands the occasional need for
structure and personal flexibility
• Performs well even where there is not enough time, information, or resources
6. ADAPTABILITY
• Adaptability means the ability to adjust to changing environments, ambiguity,

and abnormal situations.
• Pilots deal with this all of the time. It is a crewmember’s ability to recognize
this need to adapt and how quickly they do it that is important here.
• Changing weather, traffic flows, abnormal problems, all require pilots to
recognize the need and adapt plans and change decisions.
• Turbulence, time and customer demands can require flight attendants to adapt
service and normal routines.
• Highly adaptive crew members are able to make these changes without
difficulty when new information indicates changes are required. They operate
within the structure, but understand the occasional need for structural and
personal flexibility.
• Highly adaptable crewmembers are able to perform well even when there is
not enough time, information or resources to accomplish normal routines.
WHAT LEADERS MUST KNOW AND DO, AND THEIR
RELATIONSHIP TO
FOLLOWERS
Leadership
What do good leaders need to know? need to do?
 Leadership is a relational process

 Leadership is the exercise of skills to achieve goal attainment
 Leadership is proactive rather than reactive
 Leadership takes into account other crew members
WHAT LEADERS MUST KNOW AND DO, AND THEIR
RELATIONSHIP TO
FOLLOWERS
Followership
What do good followers need to know? need to do?
• Followership is the ability to contribute to task and goal accomplishment

• Followership is characterized by supportive technical, cognitive and
interpersonal skills
• Followership is not a challenge to the captains authority, but neither is it
unthinking compliance with directives -- especially if those directives might
adversely impact the safety of the operation
• Followership is proactive without diminishing the authority of the captain.
• Followership is an active role that holds the potential for leadership.
Relationship between Leadership and
Followership
1. Leadership and followership are

 interrelated concepts
 complementary rather than competitive
 synergistic rather than separate
 dialectic (that is, they depend on each other for existence and meaning)
2. Leadership and followership skills are related as much to designated roles

(i.e., PF/PNF) and situational role requirements as they are to formal role (i.e.,
captain, first officer, flight engineer).
3. A minimum combined level of leadership and followership is required for

safe, efficient flight operations.
Relationship between Leadership and
Followership
4. If more and/or more effective skills are brought to the situation, efficiency
will be increased.
5. If one member of the crew is weak in one or more skill area, other members
of the crew must fill this skill "void" in order to produce an effective
outcome.
6. Leadership and followership skills are especially critical in airline

operations because of the constantly changing composition of airline crews
and the rotation of designated roles, that is, the pilot flying/pilot not flying
(PF/PNF) function.
CULTURE
• Culture can be ssen as a collective programming of the mind.It presents a set
of values which affect our priorities and consequently, the decision we make.
• Culture are all formal and informal “rules” that controls the cognitive and the
emotional aspects on the membership of an organisation or a nation.
• In plain language :
Culture makes up the sum total of how we interact with each other and in what
way things are carried out.
CULTURE
Hofstede identifies four main areas from where collective behavior originates
in a cultural context.
• Power distance
• Individualism-Collectivism
• Uncertainty avoidance
• Feminine- Masculine
CULTURE
POWER DISTANCE
Defined:
“...as the extent to which the less powerful members of institutions and
organisations within a country expect and accept that power is distributed
unequally.”
CULTURE
INDIVIDUALISM
Individuals are responsible for themselves and those in their immediate family
and the ties between the individuals are weak.
”Everybody is free on their own way.”
CULTURE
COLLECTIVISM
The collectivist societies where group membership is foremost and people

form, and are part of, strong cohesive groups which take precedence over
individual goals.
CULTURE
UNCERTAINTY AVOIDANCE
Defined as the extent to which the members of a culture feel threatened by

uncertain or unknown situations
CULTURE
LOW UNCERTAINTY AVOIDENCE
• Happy with the ‘unknown’
• Accepts uncertainty
• Not much planning
• Precision must be learned
• Accepts change and new ideas

CULTURE
HIGH UNCERTAINTY AVOIDENCE
• Don’t like the ‘unknown’
• Will try to avoid the uncertain
• Plans carefully
• Precision is the standard
• Resist change and new ideas

CULTURE
MASCULINE
• Earnings : Have an opportunity for high earnings
• Recognition : Get the recognition you deserve when you do a good job
• Advancement : Have an opportunity for advancement to higher level jobs
• Challenge : Have challenging work to do, work from which you can get a
personal sense of accomplishment
CULTURE
FEMININITY
• Manager : Have a good working relationship with your direct supervisor
• Co-operation : Work with people who co-operate well with one another
• Living Area : Live in an area desirable for you and your family
• Employment Security : Have the security that you will be able to work for
your company as long as you want to
CULTURE
Frontside of the coin of culture:
To share ideas , concepts and interpretations are essential for any organised
operation.
If not having a shared mental model the resulting operating environment

would be characterised with vagueness and uncertainty
CULTURE
Backside:
Culture is stronger than interests. Unsafe practice and routines can be or

become a part of any airline organisation.
Cultures are by their very nature hard to change
The reason,
Any culture make sense for the individuals belonging to it.Adaptation is the
effect of socialization.
Human beings are created to be part of a social context.

TEAM BUILDING
TEAM BUILDING
What makes a good team member?
• Good leadership
• Good support
• A common goal
• Skilled members of the team
• Proper communication
• Proper trainingof both the individuals and the team as a whole
• Understanding the desicion making processes within the team
• Appreciation of different personality styles including leadership styles
TEAM BUILDING
PF :
• Leading flight
• States intentions
• Seeks inputs
PNF:
• Participates
• Prompts appropriately
• Resisting task initialisation
GENERAL:
• Adapts to others
• Listening-showing interest
• Appropriate power gradient
TEAM BUILDING
• The Supportive Environment
The supportive environment is an environment in which everybody feels free

to question assumptions and actions, and in which positive response is the
norm
TEAM BUILDING
Effective Commanders
• Makes formal and clear instructions
• Sets up expectations for the planning and briefing process
• Establishes norms for the crew from the very beginning
• Makes it clear that they expect everyone in the crew to participate

TEAM BUILDING
Effective Leaders
Expands or breaks down typical “boundaries” between the team itself and other parts of
the organisation.
Flight Crew
Ground Crew Cabin Crew
Operational
TEAM BUILDING
Management Styles
Style Tools Positive Behavior Negative Behavior

Instructing Instructions on what,where and •Clear directives •Dominating
how •Initiatives •Aggressive
•Structuring tasks •Criticizing
•Feedback
Coaching Two way communication, •Makes clear •Manipulates
explanation and solutions •Exchanges information •Justifies
•Asks and summarize •Pedantic
•Engages people •Suspicous
Supporting Exchange ideas,discusses and •Support and encouragement •Creates dependency
reaches common decisions •Shows recognition •‘Educates’
•Reducing stress •Smoothing out and
•Overprotecting
Delegating Delegates responsibility for •Shows sincere interest •Steps in the background
decision making •Active listening •Loses interest and contact
•Plans •Over controlling after
•Supplies information delegation
PERSONALITY,ATTITUDE AND
MOTIVATION
ATTITUDES
“Attitudes are tendencies to see (someone or something) with some degree of favor or
disfavor”
Example of an attitude structure:

‘I dislike rushed approaches’ Affective component
‘I will do my very best to avoid them

Behavioral component
and plan accordingly’
‘I belive rushed approaches are dangerous’ Cognitive component

ATTITUDES
Attitude Functions
• They help define social groups
• They help establish our identities
• They guide our thinking and behaviour

ATTITUDES
ATTITUDE VERBAL EXPRESSION BEHAVIOR
Anti-authority Don’t tell me what to do! Disregard for SOP’s,Rules

I know best.
Impulsive Do something , anything ! Acting before thinking
Now!
Resigned What’s the use? It won’t make No actions, no matter what
any difference anyway! the problem is
Invulnerable It won’t happen to me! Taking undue chances,
Accidents happen to other cutting corners
people!
Macho I can do it. Taking chances and
speaking favorably about
oneself doing it
Prejudice I don’t like people who are not Speaking/Acting with
like me distance toward others
ATTITUDES
ATTITUDE VERBAL EXPRESSION BEHAVIOR
Authority The rules are usualy right,and Following the rules

commitment there for a good reason
Contemplating Not so fast, assess the Thinking before acting
situation!
Motivated I can make a difference, my Engagement in tasks and
contribution does matter people
Realism It could happen to me Accepting proneness to
error
Non-risk taking What are trying to prove? Assessing situation and
Why take chances? not taking undue risks
Respect He is just as good as me,only Respecting other
different people,thoughts and
behavior
ATTITUDES
The attitudes and influences which contribute to ineffective crew co-

ordination are omnipresent and may develop over a pilot’s lifetime.
The single most important prerequisite for good CRM is:
“Crew (and Company) share and prioritize the same GOAL.”

Motivation/Personality
Two main source of motivation:
1. Drives (Extrinsic motivation)
2. Intrinsic motivation
• Motives affect a person’s perception, cognition and emotion and thus their
behavior.
• Intrinsic motivators are not necessary conscious reasons to instigate behavior.

The 16 basic desires that motivate our actions and define our personality:
MOTIVE FEELING
Acceptance (a desire for approval) Self-confidence
Curiosity (a desire to learn) Wonder
Honor (a desire to be loyal to the traditional values of one’s ethnic group) Loyalty
Idealism (a desire to improve society) Compassion
Independence (a desire to be autonomous) Freedom
Order (a need for organized,stable predictable environments) Stability
Power (a desire for influence of will) Efficacy
Social contact (a need for peer relationships) Fun
Status (a need for social standing/importance) Self-importance

MOTIVE FEELING
Tranquility (a need to avoid anxiety) Safe,relaxed
Saving (a need to collect) Ownership
Vengeance(a desire to get even/to win) Vindication(justification)
Physical activity (a need for exercise) Vitality
Romance (a need for sex) Lust
Family (a desire to raise own children) Love
Eating (a need for food) Satiation

EFFECTIVE AND CLEAR
COMMUNICATION
• What is communication?
… and what makes it effective?
• A process by which information, thoughts and feelings are exchanged in a

easily and clearly understood manner.
COMMUNICATION BIAS
I, as a sender, assume that you will understand my message.
You , as a receiver, assume that you have understood my message.
We have tendency to belive that communication is simple.

COMMUNICATION
FACE TO FACE communication
WORDS
INTONATIONS
BODY LANGUAGE
COMMUNICATION
CONSTRAINED communication
BODY LANGUAGE
WORDS INTONATION
Effective communication
• think first!
• get attention
• be accurate and relevant
• speak clearly
• be polite and have respect for others
• avoid distractions
• listen attentively, don’t interrupt
• encourage and give feedback
• show a positive attitude
• body language
COMMUNICATION
As a TRANSMITTER you should
• Form your ideas and toughts as simple as you can

• One idea at a time
• Use correct “voice” for the situation
• Use correct terminology/expression
• Repeat if necessary
• Give feedback
COMMUNICATION
Message
• Use correct terminology
• Use correct language
• Speak clearly
• Timing of the message
• Avoid distraction
COMMUNICATION
As a RECIEVER you should
• Rephrase the content of the message

• Repeat the message
• Use nonverbal communication to express mutual understanding
COMMUNICATION
Closed Loop comunication with ATC

ATC:”OHY123,Climb FL100” ATC
PNF:”Climb FL100, OHY123”
PF:”Checked”
PF:”Climb FL100”
PNF PF
Read-back without confirmation when:

PNF and PF agrees about received message. Both Pilot must hear the ATC clearance.
COMMUNICATION
• the communication process

Communication Barriers
• EXTERNAL / ENVIRONMENTAL BARRIERS
• SOCIAL / EMOTIONAL BARRIERS

External / Environmental barriers

• noise
• distractions
• workload
• rank / status
• operational pressures
• environment
• proximity of resources
• policies and procedures
• poor equipment
• language / culture
Social / Emotional Barriers
• prejudice • fear
• background • anger
• personality • preoccupation
• education • intimidation
• choice of words • ego
• relationships • mind set
• favouritism • body language
• stress • interruptions
• motivation • tone of voice
• likes / dislikes • habits
• jealousy • clarity
• uncertainty • nervousness
• frustration • lack of confidence
• non-assertive behaviour • etc. etc. etc...
COMMUNICATION
The five key aspects of Communication
• inquiry
• listening
• conflict resolution
• feedback
• assertiveness
Inquiry
• ask the right questions!
• ask the right person!
• if you have a doubt, ask!
• don’t be embarrassed!
Listening Skills
Look interested
Inquire with questions
Stay focussed
Test understanding
Evaluate the message
Neutralise your feelings
The bad listener
• pre-plan - formulating a response
• debate - Devil’s Advocate
• detour - take discussion to another area of interest
• tune out - discussion of little interest

The good listener

• uses positive body language
•
• makes eye contact
• asks questions
• gives feedback
• is open-minded
Conflict resolution
• Encourage others to express their opinions

• When a disagreement arises, keep the
discussion focused on issues needing
resolution
• Acknowledge and express all feelings that are
deep enough to cloud your thinking.
Conflict resolution
• Conflicts should be viewed as “differences in opinion.”
• Unresolved conflict can lead to :

– reduced communication
– distractions
– high levels of stress
– unsafe conditions
Feedback
• always give feedback
• ask for feedback
• how difficult is it to give feedback effectively?
• what are elements of good feedback?

The key factor: Assertiveness

• the need to state what you know or believe in a forthright manner
• it means not only stating your position, but maintaining your position
until completely convinced by facts, and not by the status or authority
of the another person.
The Assertiveness Statement

• use someone’s name
• state personal concern
• give a statement of fact
• propose a solution
• seek a response
• be persistent!
the ‘emergency’ expression

“you must listen to me!”
CREW COORDINATION PROCEDURES
Experience has shown that adherence to SOPs helps to enhance the crew’s situational
awarness and allows a higher performance level to be attained.
One of the objectives of SOPs is to have standarts to be agreed upon prior to the flight
and then adhered to so that maximum crew performance can be achived.ıt is important to
always ensure that checklists and SOPs are fully actioned.
Crews should ensure they are aware of their role and responsibilties and familiarise
themselves and abide by the full procedures found in their own AOC Operations Manual
and relevant checklists.
Crew should be aware of the:
• Allocation of duties:-both in the cabin and flight deck.
• Checklist usage:-normal,emergency and abnormal checks
• General procedures:-Pilots :Communicationsinavigation aids,configuration

changes,monitoring,approach.-Cabin crew:-Communications,monitoring and service.
• Briefings:-Pilots: take-off and approach brief.-Cabin crew: pre-flight brief and brief
between pilots and cabin crew.
• And the normal procedures for typical sector.

Something to remember when working together is that you should be working together
effectively.In the event of a problem:
• Remember the briefing
• Remember who is responsible for what-where do your responsibilities lie
• Remember and use the cheklists-Don’t distract each other up with possible could
be’s,making rushed and potentially wrong decisions before you have assessed the
situation and looked carefully at the checklist.
• Remember your company’s Standart Operating Procedures.
• Remember to work together –You may find in your company manual that there is much
reference to “both pilots confirming or checking and communicating certain information
to cabin crew vice-versa”
CHECKLISTS
Checklists represent a convenient guide to pre-set sequence of essential actions.Two
types of checklists are normally carried (a requirement on public transport
flights);’Normal Porcedures’ and ‘Emergency Procedures’.
The ‘Normal Procedures’ checklist deals with procedures, which are appropriate to the
various stages of:
Preparation for flight incorporating:
• Before start
• After start
• Before take-off
The flight itself incorporatig:
• After take-off/Climb
• Approach
• Landing
Post flight incorporating:
• After landing
• Parking
• Securing the Aircraft
The ‘Emergency Procedures’ checklist deals with procedures required to deal with
aircraft malfunctions in a logical sequence.
Checklists need to be compact and have the ability to remain open at the correct
page.They should be hand held whilst the checks and responses are carried out.There
should be proper stowage, which enables the list to be accessible when required,but out
of the way when not in use.
BRIEFINGS
In addition to the use of checklistsibriefings are another important element to
operating procedures.Communication through briefings is important.Briefings
should be a vital part of what you do to ensure procedures and responsibilities
are determined.For example,the company’s SOP with regard to a particular
departure,arrival or missed approach etc.
Briefings are important for two things,one is that you are communicating and
the other is you are refreshing your own mind with the forthcoming
possibilities,for example a missed approach.
Standart Phraseologies
Standard phraseology is essential to ensure effective crew communication. The

phraseology should be concise and exact. The following Chapter lists the callouts that
should be used as standard. They supplement the callouts identified in the SOP.
These standard Airbus callouts are also designed to promote situational awareness, and
to ensure crew understanding of systems and their use in line operation.
Ref:
• “Standart Callouts” in Airbus FCOM (PRO-NOR-SOP-90)
• “ USE OF NORMAL CHECK LIST” in Airbus FCTM-Normal Operations-General
(FCTM-NO-010)

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Multi Crew Coordination Course

Leadership / Followership and Authority

But of a good leader, who talks little,

At the completion of this block of instruction

LEADERSHIP/FOLLOWERSHIP MODEL COMPONENTS

• the external environment,

These various factors are acknowledged and attended to through effective

The regulatory environment

The Regulatory Environment

The Corporate Environment

In addition, the corporation -- knowingly or unwittingly -- conveys an attitude

The Market Environment

Customer expectations, external service providers (i.e., catering and fuel

The Physical Environment

CLIMATE AND STRUCTURE

CLIMATE AND STRUCTURE

• Further, climate-setting, in particular, can be very subtle. Non-verbal cues and

• If the captain conducts only a cursory briefing -- or no briefing -- he or she

CLIMATE AND STRUCTURE

• Examples of the negative results of a poor relationship between the cabin

Roles and Responsibilities

• Leader/follower roles may be associated with the formal or designated role.

• In abnormal situations, for example, one crew member may be required to

Knowledge, Skills & Attributes

• Knowledge refers to information that the individual remembers and/or

• For the purposes of this research, we defined skill as a developed ability,

• We would also suggest that effective cockpit communications are "loop“

Creates and articulates a plan for the future.

• A crewmember creates and articulates a picture or a plan. Part of this process

• Obtains commitment from others to ideas or actions.

• Uses tact when asserting a position

• Encourages, pays attention to, and coveys understanding of another’s ideas,

• Receptive crewmembers encourage others, pay attention to , and convey

• Begins an action, without external direction, to resolve an operational need.

• Crewmembers who show initiative, begin an action, without external direction,

• Adjusts to changing environments, ambiguity, and abnormal situations

• Adaptability means the ability to adjust to changing environments, ambiguity,

What do good leaders need to know? need to do?

 Leadership is a relational process

What do good followers need to know? need to do?

• Followership is the ability to contribute to task and goal accomplishment

1. Leadership and followership are

2. Leadership and followership skills are related as much to designated roles

3. A minimum combined level of leadership and followership is required for

6. Leadership and followership skills are especially critical in airline

The collectivist societies where group membership is foremost and people

Defined as the extent to which the members of a culture feel threatened by

• Happy with the ‘unknown’

• Not much planning

• Precision must be learned

• Accepts change and new ideas

• Don’t like the ‘unknown’

• Will try to avoid the uncertain

• Precision is the standard

• Resist change and new ideas

• Earnings : Have an opportunity for high earnings

• Advancement : Have an opportunity for advancement to higher level jobs

• Manager : Have a good working relationship with your direct supervisor

If not having a shared mental model the resulting operating environment

Culture is stronger than interests. Unsafe practice and routines can be or