TRM

EUROPEAN ORGANISATION
FOR THE SAFETY OF AIR NAVIGATION
EUROCONTROL Guidelines
for TRM Good Practices
Edition Number : 1.1

Edition Date : 18/03/2015
Status : Released Issue
Intended for : General Public
Category : EUROCONTROL Guidelines
EUROCONTROL Guidelines for TRM Good Practices
DOCUMENT CHARACTERISTICS
TITLE
Publications Reference:
ISBN Number:
Document Identifier Edition Number: 1.1
Edition Date: 18/03/2015
Abstract
The document provides a series of guidelines based on experience gained from the
implementation of TRM to assist new states to implement this HF tool and experienced states to
enhance it.
Keywords
Team Resource
Teamwork Teams Human Factors
Management
Human Performance Facilitation ATC ATS
Contact Person(s) Tel Unit

Svetlana BUNJEVAC +352 436061 229 NMD/TRG/TDD
Anthony F. SEYCHELL +32 2 729 3721 NMD/NOM/SAF
STATUS, AUDIENCE AND ACCESSIBILITY

Status Intended for Accessible via
Working Draft General Public Intranet
Draft EUROCONTROL Extranet
Proposed Issue Restricted Internet (www.eurocontrol.int)
Released Issue
Page 2 Released Issue Edition: 1.1

DOCUMENT AUTHORS
The following table identifies the authors of this document.
AUTHORITY NAME AND SIGNATURE DATE
NMD/TRG/TDD
04/02/2015
TRM Coordinator
Svetlana BUNJEVAC
NMD/NOM/SAF
Secretary
04/02/2015
Safety Human
Performance Sub-Group Anthony F. SEYCHELL
DOCUMENT APPROVAL
The following table identifies all management authorities who have successively approved the
present issue of this document.
AUTHORITY NAME AND SIGNATURE DATE
Manager
04/02/2015
NMD/NOM/SAF
Antonio Licu
Head
NMD/NOM Division
Director
NMD
Edition: 1.1 Released Issue Page 3

DOCUMENT CHANGE RECORD

The following table records the complete history of the successive editions of the present
document.
EDITION EDITION
REASON FOR CHANGE PAGES AFFECTED
NUMBER DATE
0.1 10/02/2014 Working Draft
Proposed issue after internal review and review by

0.2 8/07/2014 ALL
SHPSG WA10
1.0 4/02/2015 Released issue ALL
1.1 18/03/2015 Document revision 7; 9; 11 and 36
Publications
EUROCONTROL Headquarters
96 Rue de la Fuse
B-1130 BRUSSELS
Tel: +32 (0)2 729 4715

Fax: +32 (0)2 729 5149
E-mail: publications@eurocontrol.int

CONTENTS
DOCUMENT CHARACTERISTICS ............................................................................ 2
DOCUMENT AUTHORS ............................................................................................ 3
DOCUMENT APPROVAL .......................................................................................... 3
DOCUMENT CHANGE RECORD .............................................................................. 4
CONTENTS ................................................................................................................ 5
EXECUTIVE SUMMARY ............................................................................................ 7
1. Introduction ...................................................................................................... 9
1.1 Purpose of the document ..................................................................................... 9
1.2 TRM in ATM Safety Management Systems (SMS) ............................................. 11
1.3 Benefits of TRM ................................................................................................... 12
2. Good Practices ............................................................................................... 14

2.1 Definition.............................................................................................................. 14
2.2 Reflections ........................................................................................................... 14
2.3 A Number of Good Practices .............................................................................. 14
2.3.1 Starting it top levels ................................................................................. 14
2.3.2 Responsibility .............................................................................................. 15
2.3.3 TRM Promotion ............................................................................................ 15
2.3.4 National Working Groups............................................................................ 16
2.3.5 TRM Case Studies ....................................................................................... 16
2.3.6 Facilitation and Facilitators ........................................................................ 17
2.3.7 TRM Sessions .............................................................................................. 18
3. Evaluation ....................................................................................................... 20
3.1 Justification ......................................................................................................... 20
3.2 Advantages of TRM ............................................................................................. 20
3.3 Evaluation Methods............................................................................................. 20
3.4 Air Traffic Control Safety Questionnaire (ATCSQ) ............................................ 21
3.4.1 Overview ...................................................................................................... 21
3.4.2 Stability and Reliability ............................................................................... 21
4. EUROCONTROL TRM Courses ..................................................................... 22

4.1 IANS Courses ...................................................................................................... 22
4.1.1 Generic Overview of Courses ..................................................................... 22
4.1.2 Awareness of TRM....................................................................................... 22
4.1.3 TRM Practical Facilitation Skills ................................................................. 22

4.1.4 Aerodrome Resource Management ............................................................ 22

4.2 Customisation ..................................................................................................... 22
4.3 The Four-Step Method ........................................................................................ 22
4.3.1 Rationale ...................................................................................................... 22
4.3.2 Application ................................................................................................... 22
4.3.3 Step 1 Overview ........................................................................................ 23
4.3.4 Step 2 Look Through ................................................................................ 23
4.3.5 Step 3 Relate to You ................................................................................. 23
4.3.6 Step 4 Just for You ................................................................................... 23
ANNEX A Introducing TRM Modules .................................................................. 24
ANNEX B Air Traffic Control Safety Questionnaire .......................................... 26
References .............................................................................................................. 36
Abbreviations and Acronyms ................................................................................ 37
Reviewers ................................................................................................................ 38
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EXECUTIVE SUMMARY
Team Resource Management (TRM) is defined as: Strategies available to ANSPs for the best use
of all available resources - information, equipment and people - to optimise the safety and
efficiency of Air Traffic Services.
EUROCONTROL has been working on TRM since 1994, and now many ANSPs have some form
of TRM programme for ATCOs.
In 2009, despite all the previous work done, EUROCONTROLs Safety Human Performance Sub-
Group identified Team Work Factors as one of the ten priority areas where more work needs to be
done to ensure the current level of safety and improve on it. Consequently there is need to support
TRM implementation and improve HF knowledge.
In 2015 Team Resource Management was recognised as an Acceptable Means of Compliance
with the Commission Regulation 2015/340 addressing Human Factors part of Unit and
Continuation Training requirement.
The document provides a series of guidelines based on experience gained from the
implementation of TRM to assist new states to implement this HF tool and experienced states to
enhance it.
Intentionally Blank

Intentionally Blank

1. Introduction
Team Resource Management (TRM) is defined as: Strategies available to ANSPs for the best use
of all available resources - information, equipment and people - to optimise the safety and
efficiency of Air Traffic Services1. TRM enhances controllers understanding of the sources of error
in ATC and helps them to develop personal strategies for error reduction and to mitigate
consequences. TRM supports in this way operational safety efforts and aims to reduce human
error also by dynamically delineating roles and establishing effective cross checking procedures
within a team.
TRM was introduced into ATC world following the success achieved in enhancing teamwork
practices with Crew Resource Management (CRM) in the airline community. The practice is
applied within virtually every airline with training available to pilots and other operational staff. The
success of CRM within the airline industry was so significant a comparable result was sought in
ATM. The practice has since been adopted into other safety critical industries to achieve higher
levels of safety and efficiency.
EUROCONTROL started worked on Team Resource Management in 1994 when a Study Group
was created to investigate the possible benefits of, and the requirements for a TRM programme in
the European Civil Aviation Conference (ECAC) area.
Further milestones in the TRM programme were establishing the User Group and a TRM course at
IANS, followed by publication of TRM Implementation Guidelines and surveys on the status of
TRM Implementation in the EUROCONTROL States.
In 2009, in contribution to the previous work EUROCONTROLs Safety Human Performance Sub-
Group identified Team Work Factors as one of the ten priority areas where more work still needs to
be done to ensure the current level of safety and improve on it. Additionally Implementation of TRM
is part of the European ATM Masterplan Objective HUM02.1.
Beginning of 2015 is marked by the new ATCO Commission Regulation 2015/340 and the
recognition of Team Resource Management as an Acceptable Means of Compliance to Human
Factors training requirements in Unit and Continuation Training schemes.
1.1 Purpose of the document

Not all EUROCONTROL ANSPs have implemented TRM. Consequently there is still need to raise
the awareness of such organisations to the benefits of TRM. Regulatory requirement by EU for
introduction of Human Factors training in Unit and Continuation Training for ATCO increases the
need for these awareness activities and support for TRM implementation. In fact, EASA as per ED
Decision 2015/010/R in Subpart D Sections 2 and 3 has included TRM as part of the Acceptable
Means of Compliance (AMC) to the requirements ATCO.D.045(c)(4) ATCO D.080(b)(3) Human
Factors Training.
The reality of ANSPs today has shown that the safety of operations is influenced not only by the
professional group of air traffic controllers, but by other staff and organisational and national
cultures as well. Some ANSPs have already followed steps to move ahead of TRM, and others
are getting ready to do so. The scope of TRM needs to expand beyond air traffic controllers. Its
benefits could also profit others working in teams and for safety, such as air traffic safety
electronics personnel (ATSEP).
EUROCONTROL has drawn up this compendium of good practices collected from the experiences
of the ANSPs which have implemented TRM and can now be considered as leaders in this area. It
is part of the TRM Mentor documents which will support ANSPs in developing plans to introduce
and enhance TRM in their organisation.
1
EUROCONTROL TRM Leaflet (2007)


1.2 TRM in ATM Safety Management Systems (SMS)

Within the last two - three decades there have been numerous advances in widespread
acceptance and implementation, under the guidance of EUROCONTROL and ICAO, of a safety
management system (SMS). ICAO has mandated the use of SMS Manual Doc 9859 to standardise
the approach to safety. EUROCONTROL and the European Commission (EC), in turn, have issued
their requirements, based on ICAO, for the European ATM SMS. TRM, as defined by ICAO, is an
integral component of SMS. It is worth identifying other elements and seeing what
interdependence exists to clearly identify the place of TRM in the broader scope of established
SMS.
Safety Culture: The way safety is perceived, valued and prioritised in an organisation. It reflects the
real commitment to safety at all levels in the organisation. It has also been described as "how an
organisation behaves when no one is watching".2
Just Culture: One key to the successful implementation of safety regulation is to attain a just
culture reporting environment within aviation organisations, regulators and investigation
authorities. This effective reporting culture depends on how those organisations handle blame and
punishment.3
Human Factors: Human Factors is about people in their living and working situations; about their
relationship with machines, with procedures and with the environment around them; and also about
their relationships with other people. In aviation, Human Factors involves a set of personal, medical
and biological considerations for optimal aircraft and air traffic control operations.4 ICAO has
formally acknowledged the role of HF in aviation, by mandating Human Factors training with the
introduction of Human Factors Training Manual (Doc 9683). The European Commission has done
the same through EU 2015/3405 and this requirement has now been significantly expanded
through EASA ED Decision 2015/010/R Requirements on Air Traffic Controller licensing
Threat and Error Management (TEM): TEM is an overarching safety concept regarding aviation
operations and human performance. It is not a revolutionary concept, but one that has evolved
gradually, as a consequence of the constant drive to improve the margins of safety in aviation
operations through the practical integration of Human Factors knowledge. The main objective of
TEM is to enhance aviation safety and efficiency by providing an operationally relevant and highly
intuitive framework for understanding and managing system and human performance in
operational contexts. TEM-based tools involve the monitoring of safety during normal operations.6
Observational safety surveys: These safety activities are over the shoulder observations in a
normal working situation by trained observers (usually controllers) focusing on safety improvement.
The observations are not a competency check; they focus on the ATC system, not the individual.
Controller participation is voluntary and the observations are anonymous, confidential and non-
punitive. Two main methods have been developed. The Normal Operations Safety Survey (NOSS)
focuses on threats, errors and undesired states. The Day 2 Day Safety Survey (D2D) focuses on
techniques and practices that benefit safety.7
Normal Oversight Safety Survey (NOSS): Similar to the development of TRM from the airline
equivalent, CRM, NOSS was developed as a specific ATC variation of the airline equivalent of Line
Operated Safety Audit (LOSA). NOSS is a methodology for the collection of safety data during
normal ATC operations i.e. operations during the course of which no accident, incident or
(mandatory reportable) event takes place. By conducting a series of targeted observations of ATC
operations over a specific period of time, and the subsequent analysis of the data thus obtained,
2
http://www.skybrary.aero/index.php/Safety_Culture
3
http://www.skybrary.aero/index.php/Just_Culture
4
CAP 719 Fundamental Human Factors Concepts
5
EU 2105/340, commonly referred to as the ATCO Licensing Regulation
6
Threat and Error Management in Air Traffic Control
7
Ensuring Safe Performance in ATC Operations: Observational Safety Survey Approaches A White Paper

the organisation is provided with an overview of the most pertinent threats, errors and undesired
states that ATCOs must manage on a daily basis. Some ANSPs have reported good results from
the implementation of safety survey methods similar to NOSS.8
Day 2 Day Safety Survey (D2D): The aim of the D2D Safety Survey is to observe, in a non-
threatening and non-judgemental way, controllers in their normal working situation, and to record
the employment of some agreed and observable techniques in practice. The focus of the survey is
on the positive behaviours and techniques that operational staff employs to maintain safety. The
observations allow the ANSP to see how often controllers employ the positive practices and
techniques, and see how well the practices work.
Note: TEM, NOSS and D2D are neither HP/HF research tools, nor HP evaluation/assessment
tools. TEM, NOSS and D2D are operational tools designed to be primarily, but not exclusively,
used by safety managers in their endeavours to identify and manage safety issues as they may
affect safety and efficiency of aviation operations.
TEM and HF are undeniably linked to the content and delivery of TRM. Connections involving
Safety Culture and oversight have just as compelling foundation within TRM as it is the means to
address the Safety Culture survey results human factors related issues. The concept of TRM
makes it a good delivery tool element of SMS that supports ANSPs to remain proactive within the
workplace.
1.3 Benefits of TRM

Practicing TRM means enabling the ATCO to take a step back from the dynamic surroundings of
the OPS room and to evaluate his/her work environment and own performance. It is clear that such
a highly skilled professional will perform at high performance levels within restricting time intervals.
To take a step back, analyse the daily work and reflect on what and what if and on why and how
the time to do so is not necessarily built-in in daily operations. In organisations where high
reliability and safety are a must; it should be a must to plan and to add in such a time for the
operational staff to analyse their impact on operations. This is applicable to other operational safety
personnel (such as ATSEP, AIM).
An ongoing TRM programme should be applied as a training countermeasure to errors resulting
from team contributions. The benefits of TRM are seen as:
Enhanced OPS task efficiency,
Enhanced continuity and efficiency of team work,
Enhanced lesson learning and dissemination process aiming to reduce recurrence of the
same problems
Improved communications and feedback ,
Increased awareness about safety ,
Enhanced TEM management capabilities,
Enhanced individual awareness of HF impact on operations,
Enhanced and structured Safety Culture, Just Culture and Oversight Surveys results
aftercare.
Team Resource Management is clearly a safety-related programme. An important conclusion of
the work done by the TRM practitioners is that TRM is also a convenient way to introduce human
factors related issues in Air Traffic Management (ATM). This would support changes in attitudes
and behaviours in the longer term, reducing the impact of errors and contributing to better safety
cultures.
8
http://www.skybrary.aero/index.php/Normal_Operations_Safety_Survey_(NOSS)

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2. Good Practices
2.1 Definition
Good practices are to be understood as to signify practices which are appropriate for application
within a particular organisation given its specific business culture, size etc.
2.2 Reflections
Geography, culture and size have a direct impact on an organisations philosophy and behaviour.
Additionally a practice which works well within one organisation might be less successful in
another, if the latter has a significantly different business context. One size may not fit all.
TRM is not intended as a replacement for conventional training but should complement it. TRM is a
means of increasing personal skills and professionalism by the application of facilitated sessions to
identify threats, errors and undesired states in order to find possible solutions. The increased
awareness of how can I be safer, coupled with an enhanced sense of a support work structure
(working as a part of a larger team) will also lead to improved job satisfaction. An ongoing TRM
programme in an ANSP can provide a good platform for identifying what goes well in daily
operations as well, thus it caters for capturing and feeding back the identified practices in the ATM
system.
In order for an ANSP to meet its primary obligation of providing safe services it is necessary to
build good communication inside the organisation and an atmosphere of cooperation. This
atmosphere has embedded attributes, which are inherent in the activities of all actors and include:
consistency, clarity of purpose and accountability, an acceptance of each actors roles and
responsibilities, sufficient resources, mutual trust and confidence yet encouragement to express
doubts and worries; and a shared view of the objectives set to deliver positive outcomes.
Therefore the selection of practices needs to be subject to these reflections.
2.3 A Number of Good Practices

2.3.1 Starting it top levels
The role of management support in team training initiatives such as TRM cannot be overestimated.
It is important that TRM is not viewed as a cosmetic and expensive add on to existing training,
but rather as an integral part of training structure within the organisation. For Safety Culture to be
successful it should start from the top of the organization and filter down through all levels.
Similarly it follows that the TRM process should initiate at the highest levels of an organisation. The
next step is an education phase to ensure ATCOs are fully aware of the aim. This communication
between management and operational staff is vital in achieving programme goals.
ANSP Tip
A business package should be prepared with senior management to ensure the timely and
effective implementation of TRM. The package can consist of:
description of TRM process,
term of references,
procedures,
key performance indicators,
feedback loop from participants and facilitators and
a quality assurance process.

2.3.2 Responsibility
TRM users, ICAO and EUROCONTROL have identified TRM as a successful means for ANSPs to
proactively identify and rectify safety/human factors issues in the ATM environment. However, from
the original inception of this model, it appears that there is a need for commitment globally to
pursue implementation of TRM programmes and to exchange ideas and concepts within the
collective of ATM and Aircrew (ORMA and MCRM).
TRM implementation falls into three categories. ANSPs that have embraced the concept totally;
ANSPs that have implemented the programme, but are struggling to allocate sufficient resources
for ongoing sessions and analysis; and ANSPs that have yet to implement any such programme.
In the majority of cases it is the Unit Management which is primarily responsible to ensure that
TRM is performed. In some ANSPs this responsibility is shared, most commonly with the
HP/HF/HR unit or the Training unit. In a few ANSPs the responsibility rests with the Safety Unit or
even Senior Management. The responsible manager for TRM may vary in those ANSPs that have
implemented TRM for other professionals besides ATCOs. For example, the Unit Manager may be
responsible for ATCO TRM but the HF unit may be responsible for ATSEP TRM.
ANSP Tip
For large ANSPs it makes sense to split human resources involved in TRM between a core team
and facilitators. The core team, which will maintain basic idea and philosophy of TRM, could be
managerial staff and/or HR/HF specialists. The facilitators are operational staff (ATCO, ATSEP
etc.), who conduct TRM sessions. This approach fosters sustainable development of TRM within
the ANSP and flexible involvement of available human resources and increased cost-efficiency.
ANSPs that embrace TRM are providing their staff with an effective means to proactively minimise
impact of work related errors and, by doing so, such ANSPs are making a clear commitment to
safety.
2.3.3 TRM Promotion

Active management support and a carefully prepared information campaign exert critical influence
over the attitudes towards the TRM concept. Active promotion should convince management,
operations and (future) TRM facilitators. A personal invitation to the different TRM events works
better than only relying on pamphlets.
An article in the national or in-house magazine or local information bulletins - as indicated in the
Introduction' Module of the TRM course - has proved to be a good promotion method. Additionally
TRM has been promoted via a series of posters and presentations on this topic during the course
of 'team days' at operational units. Information has been also provided at several continuation
training seminars.
ANSP Tip
To this end an ANSP has developed following promotion tools:
TRM web-site;
Unique TRM brand (name of TRM programme that reflects national features: e.g. TRM
was rebranded into Team Strategies Development Programme);
Unique TRM logo;
TRM facilitators role advertisement;
System of financial and/or non-financial motivation for facilitators (e.g. creation of
facilitators community, annual team building meetings etc.).
Some states have also successfully experimented with aide-memoires like T-shirts with TRM
logo, TRM posters, and TRM credit cards with TRM logo and key message. Other ideas are
TRM ties or shawls, TRM coffee or tea cups (a well-known attribute in any 24-hour operation) and
TRM sweets.

2.3.4 National Working Groups

The national working groups act as local steering committees and ideally consist of an
operational/engineering manager, a training manager, an occurrence investigator and some safety-
critical personnel (ATCOs and ATSEPs who have attended the TRM facilitators course). An active
interest in human factors by the participants is a necessary requisite.
Tasks performed by the TRM national working group include:
acting as a national or local TRM focus point and a reference to TRM Task Force;
organising the local introduction of TRM;
creating local introduction material;
deciding on local introduction methods (newsletters, articles, posters, briefings, etc.);
recruiting and selecting of TRM facilitators;
selecting participants;
organising the training for facilitators;
organising the customisation of the TRM course;
choosing (local) incidents for the customisation;
identifying cultural issues;
organising a pilot-course (participants, place, time, personal invitations, etc.);
evaluating the pilot-course and the management of eventual amendments;
defining feedback to participants and management;
communicating on progress to OPS and other stakeholders.
The National Working Groups can also act as liaison with the pilot/aircraft operators community
and other safety critical operations communities.
ANSP Tip
Two large ANSPs sometimes hold mixed sessions where pilots and controllers conduct together
their CRM/TRM. The course analyses incidents from an ATC and aircrew perspective, looking
primarily at communication and situational awareness, and provides a forum to discuss both
technical and procedural issues together combining desired aims and intentions of the two groups.
It encourages what if discussions and OPS check list creations. These combined sessions are
sometimes referred to as Multi Crew Resource Management (MCRM).
2.3.5 TRM Case Studies

TRM shall be delivered using methodology that allows the participants to learn by themselves in a
practical manner and not via traditional classroom methods. Experiences from various states have
showed that the use of local occurrences generated better in-depth discussions, and the learning
experiences from local incidents and case studies were more powerful. Global examples remain
good choice as well.
Additionally the involvement of occurrence investigators in the TRM customisation stage can be
very valuable in the choice of local examples for the different case studies and exercises.
Teaching TRM in a traditional manner is contrary to the essence of TRM. Listening to classroom
lectures provides little interaction or involvement from participants. It is the ownership and
involvement along with an open probing view towards oneself and others that is the core of TRM.

2.3.6 Facilitation and Facilitators

TRM at an individual level focuses on personal performance, characteristics and beliefs.
Consequently TRM cannot be taught in a conventional classroom/teacher manner and TRM
sessions are run using group facilitation. Roger Schwarz9 defines group facilitation as:
a process in which a person whose selection is acceptable to all the members of the group,
who is substantively neutral, and who has no substantive decisionmaking authority
diagnoses and intervenes to help a group improve how it identifies and solves problems
and makes decisions, to increase the groups effectiveness.
In simple words, facilitation is the act of support and using a process to help people working in
groups to achieve results.
The facilitators role is to make the groups work easier because he/she separates the process of
the session from its content and provides the mechanics of steering, while the content experts
point the direction. Therefore the facilitator works with the group to help them analyse favourable
and undesirable operational scenarios, preferably come to a variety of solutions to a single issue to
avoid single point of failure scenarios, or plan for the future. Thus he/she is a gentle guide,
making it easier for the group to have the discussion. Facilitators do not use: 'you should' or 'you
must because their role is to help the group members to come up with their own and individual
solutions to the issues discussed.
TRM sessions are carried out by a facilitator with operational ATC experience who is trained in
assisting colleagues to develop their own ideas and positive attitudes, and in creating an
environment which stimulates self-learning.
Involvement of the facilitators is necessary from the beginning of the customisation as they are the
ones to effectively carry out both the customisation of the material to be used and the TRM
sessions. Therefore the choice of the proper person to act as TRM facilitator is essential to the
success of the TRM programme. Consequently interest and enthusiasm for this area of work is a
major criterion for choosing facilitators. Facilitators, thus, have to be trained and competent
because they have to be:
skilful in evoking participation and creativity,
practiced in honouring the group and affirming its wisdom,
capable of maintaining neutrality,
skilled in reading the underlying dynamics in the group,
adroit in adapting to the changing situation and
releasing blocks to the discussion.
ANSP Tip
Core requirements for TRM facilitators recruitment:
Strong motivation;
Flexibility and focus;
Communication skills.
TRM Facilitators selection and training process:
Discussion with the candidate (a volunteer) to verify the level of development of core
competencies;
Basic facilitators training course based on EUROCONTROL best practices ( classroom
training delivered by facilitators);
Assessment (one TRM module co-delivery) evaluated by a TRM facilitator, ;
Gaining practical experience by first participating in TRM sessions as a co-facilitator, i.e.
9
The Skilled Facilitator

providing support on technical issues and some parts of discussions;

Graduation to facilitator, after a check made by at least two facilitators.
Normally TRM sessions are conducted by a mix of experienced and new facilitators.
This approach to the selection and competence of the facilitators were designed to ensure the
appropriate quality of involved personnel because the organisation believes it is not enough just
to pass training course to become a facilitator, the prospective facilitator should gain practical
experience in this field. This technique helps to improve the effectiveness of TRM programme.
2.3.7 TRM Sessions

Safety related attitudes and behaviours are continuously learned and adopted thus TRM sessions
are focused on helping participants to learn by themselves in a practical manner, rather than
delivering classroom based teaching. Facilitation allows the group to determine individual solutions
in dealing with the issues because this is a powerful way of encouraging change where it is
needed. In a typical TRM session, participants are encouraged to take a stand and maintain their
point of view by reasoning, even though others see things differently. This forces the individuals to
think about their own opinion in light of other views and ideas. During this phase deeper analysis of
work issues occurs as a result of shared experiences.
ANSP Tip
A TRM session should be planned, designed and delivered by at least two facilitators.
Several experienced facilitators should plan a mix of discussions and exercises.
The most effective exercises are short; practice shows 20 minutes is enough to make a
point. After each exercise, the facilitator provides room for elaborate discussion and
reflection.
Some ANSPs started with a one-day seminar covering stress and the TRM module
Teamwork.
Another ANSP started with one half-day with ATCOs discussing a case. Over time, the
sessions evolved into a two-day TRM campaign run every 18 months. Each campaign
is designed around and dedicated to a specific topic (e.g. Our OJTIs the good and the
bad about them.
To increase the effectiveness of the programme it makes sense to use not only the six
basic TRM modules but also customised modules, which reflect special needs of the
ANSP and can be based on real cases (e.g. How is the Local Competency Scheme
affecting me?.
In one ANSP the TRM Stress' module is facilitated by a psychologist.
Some environments have mixed functional units and may want to split the sessions and
customise the programme to suit these different units.
A few ANSPs have indicated that the percentage use of EUROCONTROL material inside
their organisation differs according to the profession being addressed. While this material
is used to a large extent for ATCOs, its use for ATSEP TRM is significantly lower.
There has generally been a positive experience when outside professionals are involved
in supporting TRM programmes.
Experience has shown that careful and accurate translation of TRM material is useful
because it is to be expected that discussions on Human Factors will be carried out in
native language.
EUROCONTROL provides TRM courses at IANS. More information about these TRM courses is
available in Annex A while Section 4 gives more details of EUROCONTROL TRM courses and the
customisation of EUROCONTROL material to the local environment.

Intentionally Blank

3. Evaluation
3.1 Justification
European regulation has not yet taken on board the ESARR requirement for motivation as part of
competency. Although one could argue that currently there is no EU legal mandate for motivated
staff, everyday life easily shows the negative effects of unmotivated personnel. Empirical evidence
indicates that TRM assists in staff motivation. This statement needs to be backed up by scientific
study which may provide conclusive proof of the benefits of implementing TRM, safety being the
priority but also in terms of cost efficiency of maintaining the programme.
Only a few ANSPs have indicated that a review is carried out to identify the effects of TRM on the
system (People, Procedures, Equipment and Environment) to confirm the benefits of using it. In
this current economic climate, all organisations are facing resource constraints which lead to a
severe impact on the TRM programme at some of them. With the evolving emphasis on
performance based management, a survey of the benefits resulting from TRM could be a way
forward to secure the much needed resources to maintain the TRM programme.
3.2 Advantages of TRM

The evaluation of the TRM programmes at some of the ANSPs has shown the following
advantages:
Reduced number of teamwork related incidents,
Reduced consequences to unavoidable errors,
Enhanced continuity and stability of team work in ATM,
Improved interaction between different departments,
Working processes have been revised or updated due to better mutual understanding,
Improved culture within the units but still more work needs to be done to improve culture
between units.
3.3 Evaluation Methods

Many of the ANSPs use feedback gathered from the TRM sessions to make improvements to the
programme or as a source of lessons learnt. However, this method does not clearly identify the
benefits resulting from TRM.
A second source of information comes from the use of an evaluative questionnaire concerned with
attitudes and behaviours, which can be administered before and after the training sessions. Often
a more robust method of evaluating the changes of these attitudes and behaviours can be
captured by administrating a third identical questionnaire some four to six months after the training
course.
A third and more rigorous evaluation comes from the correlation of these attitudinal changes with
observation or interview of the same personnel to gauge meaningful behavioural changes. From
this methodology, measurable positive changes in interaction should be present following the
training. Lastly, the ultimate validation can be found in the correlation of the training programme
and a reduction in the frequency of incidents within the system. The latter two methodologies are
highly complex and take considerable time to achieve.
ANSP Tip
The evaluation of the TRM programme and its effectiveness is based primarily on the
participations feedback; who are asked to fill in two questionnaires: one after each TRM session
and the other after three months after their last TRM session. The first questionnaire is intended
to measure following areas:

Were the actual issues reviewed and discussed during the session?
Have I developed my personal behavioural strategy(ies)?
Have we (ATCOs shift) developed team strategy(ies)?
The second questionnaire is focused on the practical result in time perspective:
Did I try to use my own behavioural strategies? If yes, was it successful?
Did we try (ATCOs shift) to use our strategies? If yes, was it successful?
These questionnaires should not be too large or too complicated; although this might lead to
lower granularity of gathered data. It should not take more than 3 minutes to complete one
questionnaire.
The following KPIs may be used
Percentage of participants, who consider that content of TRM session was appropriate
and actual;
Percentage of participants, who develop personal and/or common behavioural strategies
for teamwork enhancement;
Percentage of participants, who try to use personal and/or common behavioural
strategies for teamwork enhancement;
Percentage of teamwork related incidents in comparison with previous period of time.
3.4 Air Traffic Control Safety Questionnaire (ATCSQ)

3.4.1 Overview
The Air Traffic Control Safety Questionnaire (ATCSQ) was developed to enable the evaluation of
the Team Resource Management (TRM) programme. The questionnaire consists of four main
sections. The ATCSQ is attached as Annex B.
The first section concerns attitudes towards the quality of training, working conditions and
documentation. The second and third sections contain the main evaluative information, the second
being concerned with attitudes and the third with those responses associated with behaviour. The
last section concerns demographic information. All seven areas found in the TRM course appear
in the questions. These individual areas are randomly allocated but balanced across the second
and third sections.
3.4.2 Stability and Reliability

The ATCSQ has been subjected to both test-retest and Cronbach Alpha reliability tests. It has
proven to be a stable and reliable instrument for the purpose of electing responses in the seven
domains for which it was designed. Several questions have been identified as needing alteration,
particularly in multilingual and multicultural environments.
The ATCSQ has been found to be a useful indicator of attitude change within certain domains. The
results of the evaluation of this questionnaire clearly indicate the ATCSQ to be a robust, reliable
instrument and informative for the purpose for which it was designed.
Responses concerning the change in attitudes between the two courses are a little more difficult to
determine. However, the results indicate that the questionnaire is sensitive to changes in attitude.
Clearly with a small number of responses, little can be deduced with any certainty, but with larger
samples and strict adherence to data gathering more meaningful results can be achieved.
Statistical analysis indicated that there were strong changes with respect to teamwork and team
roles between the first and last responses.

4. EUROCONTROL TRM Courses

4.1 IANS Courses
4.1.1 Generic Overview of Courses
EUROCONTROL offers at the Institute of Air Navigation Services, Luxembourg, two courses
specifically on Team Resources Management, namely Awareness of TRM and TRM Practical
Facilitation Skills. Additionally EUROCONTROL offers courses on Airport Resource Management
where the aim is to improve airport safety. Full details of these courses are available from the IANS
training catalogue and also through the EUROCONTROL website (http://www.eurocontrol.int/training).
4.1.2 Awareness of TRM

A 3-day course that provides an understanding of TRM, an awareness of its benefits and methods
employed.
4.1.3 TRM Practical Facilitation Skills

An intensive 5-day course where, after completing this course, participants will be well equipped to
customise and deliver TRM facilitated sessions.
4.1.4 Aerodrome Resource Management

Also a facilitator training, and lasts a total of 5 days.
4.2 Customisation
The IANS Facilitator course could serve as a basis for developing customised TRM courses.
EUROCONTROL recommends the states to apply the 80:20 rule. 80% of the course contains
common material and instructions for facilitators and the remaining 20% provides sufficient scope
for the states to adapt the course to their needs and to include national examples and cultural
influences. It is to be noted that most of the states required external support for their customisation.
TRM should be delivered in such a manner to allow the participants to learn by themselves in a
practical manner and not via traditional classroom methods. For that reason four-step method was
developed to guarantee efficient customisation and local ownership of the TRM concept and
materials. Practical TRM course delivered by IANS explains how to customize and use existing
TRM material.
4.3 The Four-Step Method

4.3.1 Rationale
Human Factors is, independent of culture, often seen as a rather 'fuzzy' subject and operational
and engineering personnel have a tendency to be wary of such soft topics. Therefore a structured
approach would certainly help to overcome any reluctance. There is also a benefit in explicitly
applying a facilitation technique because it will emphasise that it is quite possible to use such a
technique with complex discussions.
4.3.2 Application
EUROCONTROL recommends that customisation commences about one month after an initial
presentation of the TRM concept and the outline of the prototype for management and staff
performing safety-critical tasks (ATCOs and ATSEPs). A national working group to act as steering
group is essential to successful customisation. Such a group ideally consists of an
operational/engineering manager, a training manager, an occurrence investigator and some safety-

critical personnel (ATCOs and ATSEPs who have attended the TRM facilitators course). An active
interest in human factors by the participants is a necessary requisite.
4.3.3 Step 1 Overview

The main objectives of step 1 are to introduce the issues and the scope of the expected
discussions and to emphasise the structure of each module. This structure is obviously not
compulsory and can be changed, but the predefined structures were successfully used in steps 1,
2 and even in 3. It was very important for the course participants to keep enough distance from the
material (not to be taught/instructed) during steps 2 and 3 so that they could put things into context.
One technique is to use a slide per module to discuss the most important messages. The
underlying human factors issues and the different exercises and activities are then elaborated for
each question.
4.3.4 Step 2 Look Through

The objectives are to understand the aims of each module (content) and to understand the
suggested techniques of facilitation (process).
In this step the participants are lead through the course material of the whole module. The
participants are able to see and experience the different games, look at available videos, perform
exercises and debate and debrief case studies and incident reports.
4.3.5 Step 3 Relate to You

The main objective of step 3 is to assess the relevance of each part of the course to the
participants culture - both in terms of content (is the message relevant for us?) and in terms of
process (does this technique suit our culture?).
In step 3 the content and the relevance of the different topics and techniques, suggestions for
alternative messages, questions, exercises, examples, pictures etc. are discussed in detail. In this
phase the different facilitation techniques that were taught on the Practical TRM course at the
beginning of the week are applied explicitly.
4.3.6 Step 4 Just for You

The main objectives of this step are to screen the course material and to modify the selected
material that requires customisation. A realistic schedule per module needs to be set too. The
modifications and the order in the material are made immediately. Items can be put on a 'to-do' list
when the customisation requires much local information (local incidents, new developed exercises,
and relevant statistics).

ANNEX A Introducing TRM Modules

TRM modules flow better if introduced in following sequence:
1. Teamwork*
2. Team Roles*
3. Communication
4. Situational Awareness
5. Decision Making
6. Stress Management
* First time running Teamwork and Team Roles modules it is advised to plan the two on the
same day. This is because it will be natural and should be possible to go back and forth through
the two once the discussions start.
1 Teamwork
Some objectives are to:
Determine typical characteristics of ATM-related teamwork;
Example: Define the relevant positions and status of team members within an ATM team and
determine the different roles, duties, responsibilities and the effect of their position in a team.
Identify behaviour that has impact on teamwork and consequently develop and practice
behavioural strategies that help effective teamwork;
Example: Identify typical attitudes and behaviours of team members that may have effects on
teamwork. Their characteristics should be discussed and determined. Participants can discuss
variety of topics e.g. intra- and inter-cultural differences between teams (their own or other units
and sectors). Once the skills are determined and identified, operational staff should have the
opportunity to analyse, develop and practice them to support their teamwork skills and their attitude
towards colleagues.
2 Team Roles
Describe formal and informal hierarchical structures in an ATM environment;
Example: Discuss the role of team supervisors or other team leaders and identify specific
characteristics that influence leadership within teams. Determine safety implications in situations
when unclear who is in charge
Identify effective leadership.
Example: Develop strategies to avoid misunderstandings arising from multiple authority. Develop
strategies to deal with submissiveness, assertiveness and aggressiveness.
3. Communication
Identify the functions of communication and analyse how communication is performed
within teams and how it can affect safety;
Example: Understand the main functions of communication: provide information, establish
interpersonal relationships and maintain attention to tasks and monitoring. The effect of using
Standard Operational Procedures (SOPs) to communicate information and the risk of not adhering
to SOPs should be discussed.

Develop strategies on how to communicate effectively, how to intervene efficiently in

typical ATM-related situations and how to give and receive constructive feedback.
Example: The nature of information and how it is transferred should be analysed. Analyse how
misunderstandings can be avoided, suggestions communicated constructively and what effects
constructive feedback can have. Barriers to communication and ways of eliminating them. Group
should be supported in analyzing effective communication skills - to improve interpersonal
diplomacy, appropriate assertiveness and team-oriented decision-making.
4 Situational Awareness
Understand situational awareness
Identify factors that may influence maintaining situational awareness
Identify symptoms of loss of situational awareness
Example: Discuss the effect of high and low workload on situational awareness and develop
appropriate strategies on how to prevent loss of awareness in such situations (see also Robertson
& Endsley, 1995).
5 Decision-making
Understand factors which contribute to effective decision-making
Example: Analyze the importance of situation and risk assessment skills, shared problem models
and resource management skills in the process of team decision-making (see also Orasanu,
1993).
6. Stress Management
Define job-related stress situations and explain what stress is and its effect on teamwork
Develop skills to recognise and cope with stress situations in teams.
Example: Discuss stress coping strategies in a team environment. The general principles of the
assimilation of shocking and stressful events should be described together with the principles of
stress management (e.g. relaxation techniques). Discuss and practice team-related exercises
dealing with stress detection and methods to help team members overcome the problem.

ANNEX B Air Traffic Control Safety

Questionnaire
Please indicate how satisfied you are with each of the following aspects of ATC operations.
Please answer by writing beside each item the letter from the scale below.
A B C D E
Very Very
Unsatisfactory Neutral Satisfactory
Unsatisfactory Satisfactory
1. Your own basic ATC training 8. Shift cycle
2. Your own basic ATC instructor skills 9. Shift schedule
3. Your own validation or recurrent training 10. Length of leave
11. My skills in handling normal

4. Your own OJT instructor skills
operations
5. Simulator training (if relevant) 12. My skills in handling emergencies
6. Operational Manuals (including Standard 13. Feedback on my daily operational

Procedures) my daily operational performance
7. Safety Manuals
Please answer the following questions by ticking the box which best describes your opinion.
Strongly Slightly Slightly Strongly

Neutral
1. Controllers leave personal problems behind when Disagree Disagree Agree Agree
operating the position.

Neutral
2. Automation reduces the requirement for team Disagree Disagree Agree Agree
members to monitor the traffic situation closely.

Neutral
Disagree Disagree Agree Agree
3. I am less effective when stressed or fatigued.

Neutral
4. It is not my place to give pilots advice other than Disagree Disagree Agree Agree
airways information and clearance details.


Neutral
5. Team members share responsibility for prioritising Disagree Disagree Agree Agree
activities in high workload situations.

6. Effective team coordination requires that controllers Neutral
take the personalities of other controllers into
account.

Neutral
7. I am reluctant to disagree with my superiors.

Neutral
8. Controllers should be aware of, and sensitive to, Disagree Disagree Agree Agree
the personal problems of other controllers.

Neutral
9. I work in an environment where the groups Disagree Disagree Agree Agree
achievements are valued over my individual success.

Neutral
10. It is easier to make decisions when you first take Disagree Disagree Agree Agree
over on an operating position.

Neutral
11. Asking for assistance makes one appear Disagree Disagree Agree Agree
incompetent.

Neutral
12. My suggestions about safety will be acted upon if Disagree Disagree Agree Agree
I express them to management.

Neutral
13. To resolve conflicts controllers should openly Disagree Disagree Agree Agree
discuss their strategies with each other.

Neutral
14. It is easier to communicate with my own team Disagree Disagree Agree Agree
than other teams and units.

Neutral
15. I make better decisions at my workstation when I Disagree Disagree Agree Agree
am given more time to think.


Neutral
16. Trainees should not question senior team Disagree Disagree Agree Agree
members' decisions.

Neutral
17. If I perceive a problem with operations, I would Disagree Disagree Agree Agree
speak up, regardless of who may be affected.

Neutral
18. During periods of low work activity I would rather Disagree Disagree Agree Agree
relax than keep busy with small tasks.

Neutral
19. Flight crews never demand too much.

Neutral
20. Controllers do not use their strips to help maintain Disagree Disagree Agree Agree
a mental picture.

21. Casual, social conversation in the operating Neutral
environment during periods of low workload can
improve team coordination.

Neutral
22. My decision-making skill is as good in critical Disagree Disagree Agree Agree
situations as in routine situations.

Neutral
23. It is important to avoid negative comments about Disagree Disagree Agree Agree
the procedures and techniques of other controllers.

Neutral
24. Discussing the traffic picture with other controllers Disagree Disagree Agree Agree
helps to keep your own picture clearer.

Neutral
25. Controllers visibly impaired by alcohol or drugs Disagree Disagree Agree Agree
should be kept from going on duty.

Neutral
26. Good communication is as important as technical Disagree Disagree Agree Agree
proficiency in the controlling environment.


Neutral
27. I like my job.

Neutral
28. Only controllers on position should make Disagree Disagree Agree Agree
decisions about opening or collapsing sectors.

Neutral
29. My unit would be capable of handling the situation Disagree Disagree Agree Agree
if there was a system breakdown.

Neutral
30. I should maintain the traffic picture of the Disagree Disagree Agree Agree
controllers I work with.

31. Controllers should feel obliged to mention their Neutral
own psychological stress or physical problems to their
co-workers before or during a shift.

Neutral
32. The regulatory organisation rules should not be Disagree Disagree Agree Agree
broken.

Neutral
33. Our training has prepared us to work as a well Disagree Disagree Agree Agree
coordinated team in an emergency.

Neutral
34. Supervisors who encourage suggestions from Disagree Disagree Agree Agree
team members are ineffective.

35. I should inform those controllers who are affected Neutral
by my plans and control actions, and ask for their
acknowledgement.

Neutral
36. Increased automation reduces the need for team Disagree Disagree Agree Agree
communication.

Neutral
37. It is better to agree with other team members than Disagree Disagree Agree Agree
to voice a different opinion.


Neutral
38. I perform as well with other units as with my own.

Neutral
39. Leadership of the team comes from the sector Disagree Disagree Agree Agree
supervisor.

40. I always follow correct phraseology when Disagree Disagree Neutral
Agree Agree
controlling.
Please answer the following questions by marking on the scale ( X ) the point which best
represents the frequency with which you would agree with the statements in the last six months.
Never Always
0% 50% 100%
Never Always
41. In abnormal situations, I rely on my superiors to
tell me what to do. 0% 50% 100%
Never Always
42. I maintain good interpersonal relationships with
fellow controllers. 0% 50% 100%
Never Always
43. I make poor decisions when I am fatigued. 0% 50% 100%
Never Always
44. I retain a mental picture of the pilot's situation. 0% 50% 100%
Never Always
45. I expect to be consulted on matters that affect
the performance of my duties. 0% 50% 100%

Never Always
46. When my workload is high I ask for assistance. 0% 50% 100%
Never Always
47. The gender of the pilot affects my communication
ability. 0% 50% 100%
Never Always
48. I critique other controllers' techniques. 0% 50% 100%
Never Always
49. Incidents, near-misses, etc., are reported
according to the regulations. 0% 50% 100%
Never Always
50. I perform effectively during critical operations
even when fatigued. 0% 50% 100%
Never Always
51. I make judgement errors in emergencies. 0% 50% 100%
Never Always
52. I work with people who cooperate well with one
another. 0% 50% 100%
Never Always
53. I am distracted from the traffic situation by my
thoughts. 0% 50% 100%
Never Always
54. My colleagues are adequately trained in
emergency procedures. 0% 50% 100%

Never Always
55. The OJT instructor should take control of the
position in critical and non-standard situations. 0% 50% 100%
Never Always
56. We should trust all decisions made by adjacent
sectors. 0% 50% 100%
Never Always
57. Pilots make more call sign errors than
controllers. 0% 50% 100%
Never Always
58. I am encouraged by management to report any
unsafe conditions I observe. 0% 50% 100%
Never Always
59. My performance is not adversely affected by
working with an inexperienced or less capable 0% 50% 100%
controller.
Never Always
60. Controllers encourage questions by team
members during normal operations and critical 0% 50% 100%
operations.
Never Always
61. Morale in this unit is good. 0% 50% 100%
Never Always
62. Uncertain situations require quick decision-
making. 0% 50% 100%
Never Always
63. Controllers make decisions on their own. 0% 50% 100%

Never Always
64. I let other controllers know when my workload is
becoming (or about to become) too high. 0% 50% 100%
Never Always
65. Communication between controllers is reduced
when the traffic is busy. 0% 50% 100%
Never Always
66. I find it more difficult to maintain the traffic picture
when I am tired. 0% 50% 100%
Never Always
67. The executive controller should always take
control in an emergency. 0% 50% 100%
Never Always
68. I know if pilots are under-confident when they are
on the radio. 0% 50% 100%
Never Always
69. I feel nervous or tense at work 0% 50% 100%
Never Always
70. I become impatient with flight crews who expect
a lot. 0% 50% 100%
Never Always
71. Each controller should monitor other controllers
for signs of stress or fatigue. 0% 50% 100%
Never Always
72. Personal problems adversely affect my
performance. 0% 50% 100%

Never Always
73. Handovers are provided improperly. 0% 50% 100%
Never Always
74. Controllers should question the decisions or
actions of other controllers. 0% 50% 100%
Never Always
75. Management compromises safety for profitability. 0% 50% 100%
Never Always
76. Controllers in my work environment are afraid to
express disagreement with their supervisors. 0% 50% 100%
The next section describes briefly styles of leadership. Please read the descriptions, thinking of
your ideas as well as your typical supervisor.
Style 1. Usually makes his/her own decisions promptly and communicates them to his/her
subordinates clearly and firmly. Expects them to carry out the decisions loyally and without raising
difficulties.
Style 2. Usually makes his/her decisions promptly, but, before going ahead, tries to explain them
fully to his/her subordinates. Gives them the reasons for the decisions and answers whatever
questions they may have.
Style 3. Usually consults with his/her subordinates before he/she reaches his/her decisions.
Listens to their advice, considers it, then announces his/her decision. He/she then expects all to
work loyally to implement it whether or not it is in accordance with the advice they gave.
Style 4. Usually calls a meeting of his/her subordinates when there is an important decision to be
made. Puts the problem before the group and invites discussion. Accepts the majority viewpoint as
the decision.
77. Which of the above styles of leadership would you most prefer to work under?
(Circle one answer only.)
Style 1 Style 2 Style 3 Style 4
78. In your organisation, which one of the above styles do you find yourself most often working
under?
(Circle one answer only.)
Style 1 Style 2 Style 3 Style 4

The last section collects demographic information for general and statistical purposes.
Years in ATC ___________ Years in TWR ___________
Years in APP ___________ Male (M) Female (F)
Years in this ___________ Years in ACC ___________

ATC unit
What is your present position in your ATC unit? (You may tick more than one.):
Tower controller Sector chief
Approach controller OJT-instructor
Area controller Supervisor
Student Other (Please specify) _________________________
Where is your present unit?

References
1 EUROCONTROL TRM Leaflet (2007)

http://www.skybrary.aero/index.php/Team_Resource_Management_(TRM)
2 Opinion 11/2013 Licensing and medical certification of air traffic controllers
Opinion of the European Aviation Safety Agency for a Regulation laying down technical
requirements and administrative procedures related to air traffic controllers' licences and
certificates pursuant to Regulation (EC) No 216/2008 of the European Parliament and of
the Council and repealing Commission Regulation (EU) No 805/2011
3 Safety Culture-EUROCONTROL http://www.skybrary.aero/index.php/Safety_Culture
4 Just Culture- Human Error in Aviation and Legal Process-EUROCONTROL
http://www.skybrary.aero/index.php/Just_Culture
5 CAP 719 Fundamental Human Factors Concepts
http://www.caa.co.uk/docs/33/cap719.pdf
6 EU Regulation 2015/340 repealing Commission Regulation 805/2011 and laying down
detailed rules for air traffic controllers licences and certain certificates pursuant to
Regulation (EC) No 216/2008 of the European Parliament and of the Council
7 ED Decision 2015/10/R Requirements on Air Traffic Controller licensing listing the
Acceptable Means of Compliance and Guidance Materials
http://easa.europa.eu/document-library/agency-decisions/ed-decision-2015010r
8 Threat and Error Management (TEM) in Air Traffic Control ICAONET 2005
9 Ensuring Safe Performance in ATC Operations: Observational Safety Survey Approaches
A White Paper
http://www.eurocontrol.int/articles/safety-and-human-performance-library
10 Normal Operations Safety Survey (NOSS)
http://www.skybrary.aero/index.php/Normal_Operations_Safety_Survey_(NOSS)
11 Schwarz R. (2002) The Skilled Facilitator 2nd Edition, JOSSEY-BASS

Abbreviations and Acronyms

ACC Area Control Centre
AIS Aeronautical Information Services
APP Approach Control Centre
ATC Air Traffic Control
ATCO Air Traffic Control Officer / Air Traffic Controller
ATCSQ Air Traffic Control Safety Questionnaire
ATM Air Traffic Management
ATS Air Traffic Services
ATSEP Air Traffic Services Electronic Personnel
BELGOCONTROL Belgian Air Navigation Services Provider
BULATSA Bulgarian Air Traffic Services Authority
CRM Crew Resource Management
CROCONTROL Croatian Air Navigation Services Provider
DFS Deutsche Flugsicherung (German ATC Corporation )
DNM EUROCONTROL Directorate Network Manager
EATCHIP European Air Traffic Control Harmonisation and Integration Programme
EATMP European Air Traffic Management Programme
ECAC European Civil Aviation Conference
FAA Federal Aviation Administration (USA)
HF Human Factors
HP Human Performance
HR Human Resources
ICAO International Civil Aviation Organisation
IANS EUROCONTROL Institute of Air Navigation Services
IFATCA International Federation of Air Traffic Controllers' Associations
LVNL Luchtverkeersleiding Nederland (Netherlands Air Traffic Control)
MCRM Multi Crew Resource Management Training
MUAC EUROCONTROL Maastricht Upper Airspace Control Centre
NASA National Aeronautics and Space Administration (USA)
NATS National Air Traffic Services Ltd. (UK)
OJT On-the-Job Training
OPS Operations
ORMA Organisational Resource Management in ATM
SHPSG (EUROCONTROL) Safety Human Performance Sub-Group
TRM Team Resource Management
TWR Aerodrome Control Tower
UKSATSE Ukrainian State Air Traffic Service Enterprise
WA (SHPSG) Working Area

Reviewers
SHPSG WA10 Safety and Team Work Factors
Leader
Anne ISAAC NATS
Members
Andrew SOUYIOLTZIS EUROCONTROL MUAC
Elisabeth BECKERS-ESSERS EUROCONTROL MUAC
Hans HUISMAN LVNL
Fuat RUSITOVIC Austrocontrol
Joao ESTEVES NAV Portugal
Marlene LARSEN Royal Danish Air Force
Peter HUSTED Royal Danish Air Force
Ivan STEFANOV BULATSA
Vladimir SITNIKOV LGS (Latvia ANS)
Ihor YELIAHOV Ukrainian State Air Traffic Service Enterprise
Igor TOVPEKO Ukrainian State Air Traffic Service Enterprise
Anja REUSS DFS
Anita URET-BARTOLOVI CROCONTROL
Yves GHINET Belgocontrol

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EUROPEAN ORGANISATION

FOR THE SAFETY OF AIR NAVIGATION

Edition Number : 1.1

EUROCONTROL Guidelines for TRM Good Practices

Contact Person(s) Tel Unit

STATUS, AUDIENCE AND ACCESSIBILITY

Page 2 Released Issue Edition: 1.1

AUTHORITY NAME AND SIGNATURE DATE

AUTHORITY NAME AND SIGNATURE DATE

Edition: 1.1 Released Issue Page 3

DOCUMENT CHANGE RECORD

0.1 10/02/2014 Working Draft

Proposed issue after internal review and review by

1.0 4/02/2015 Released issue ALL

1.1 18/03/2015 Document revision 7; 9; 11 and 36

Tel: +32 (0)2 729 4715

Page 4 Released Issue Edition: 1.1

DOCUMENT AUTHORS ............................................................................................ 3

DOCUMENT APPROVAL .......................................................................................... 3

DOCUMENT CHANGE RECORD .............................................................................. 4

EXECUTIVE SUMMARY ............................................................................................ 7

2. Good Practices ............................................................................................... 14

4. EUROCONTROL TRM Courses ..................................................................... 22

Edition: 1.1 Released Issue Page 5

4.1.4 Aerodrome Resource Management ............................................................ 22

ANNEX A Introducing TRM Modules .................................................................. 24

ANNEX B Air Traffic Control Safety Questionnaire .......................................... 26

Abbreviations and Acronyms ................................................................................ 37

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1.1 Purpose of the document

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1.2 TRM in ATM Safety Management Systems (SMS)

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1.3 Benefits of TRM

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2.3 A Number of Good Practices

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2.3.3 TRM Promotion

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2.3.4 National Working Groups

2.3.5 TRM Case Studies

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2.3.6 Facilitation and Facilitators

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providing support on technical issues and some parts of discussions;

2.3.7 TRM Sessions

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3.2 Advantages of TRM

3.3 Evaluation Methods

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3.4 Air Traffic Control Safety Questionnaire (ATCSQ)

3.4.2 Stability and Reliability

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