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Performance Management

AIR uses surveys, interviews, and other diagnostic techniques to evaluate the effectiveness of organizations across a range of organizational functions and dimensions, such as quality of leadership and interpersonal interactions, culture and climate, communications and decision-making, and work motivation and incentives.

We provide in-depth survey feedback, perform root-cause analysis to determine the reasons for organizational breakdowns, and propose changes or refinements of managerial and human resources policies and behaviors to address problems and to promote effective change. We also perform best practices studies to provide an organization’s management with direction that is based on the previously successful efforts of others.

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All Reports

• Best Practices for Event Review Committees

  This document presents the results of a 12-month investigation of Event Review Committee (ERC) Best Practices. The identified best practices are listed and described. Strategies to achieve the best practice and factors that airlines should consider when implementing the best practice are also presented.

• Integrating State Administrative Records To Manage Substance Abuse Treatment System Performance

  This guidance document was developed with input from a technical advisory group of state/federal representatives and field researchers, and describes the utility and practice of integrating the information available in state agency data sets with information on clients of alcohol and other drug abuse services.

• Post-Training Feedback: The Relative Effectiveness of Team- Versus Instructor-Led Debriefs

  The purpose of this study was to assess the relative effectiveness of different approaches to debriefing team performance: team debrief with videotape, team debrief without videotape, instructor debrief with videotape, and instructor debrief without videotape. We hypothesized that the four approaches would not be equally effective. However, the lack of consensus in the literature made it impossible to hypothesize whether team- vs. instructor-led debriefs would be more effective. Based on our personal experience, we hypothesized that debriefings which incorporate videotape would be perceived as more effective than those which did not.

• Team Training in Health Care: A Review of Team Training and a Look Toward The Future

  The following discussion compares the purpose, strategy, and effectiveness of two distinct categories of MTT, those that are primarily simulator-based and those that are primarily classroom-based. Data collected from MTT course observations, participant questionnaires, and instructor interviews are reported. Finally, we summarize the state-of-the-science and propose a series of research-based propositions for improving the future of MTT.

• Airline Pilots' Perceptions of and Experiences in Crew Resource Management (CRM) Training

  In the sections below, we describe the results of a large-scale survey of pilots' perceptions of and experiences in their training. In particular, we focus on their responses to a series of questions concerning Crew Resource Management (CRM) training. This project was a unique opportunity to conduct a scientifically rigorous, large-scale comparison of CRM training programs across multiple airlines. Nevertheless, we recognize that participants' reactions to training are only one measure of a training program's effectiveness. 

• Pilot Instructor Rater Training: The Utility of the Multifacet Item Response Theory Model

  In this article we use a multifacet measurement technique, the multifacet Rasch model, to analyze the results of an IRR-training program. Our approach is an alternative to the procedures—congruency, consistency, agreement (rwg), sensitivity, and systematic differences—currently used during IRR training within the airline industry. We believe that this multifacet procedure can improve the quality of pilot instructor training by providing pilot instructors with important information that is not available with other techniques. We used the multifacet Rasch method instead of generalizability (G) theory, another multifacet technique. Similar to multifacet Rasch analysis, G-theory provides information about facets—pilot instructors, videotapes of aircrews used in IRR training, and LOS grade sheets—and their interactions with one another. However, G-theory partitions the variance attributable to each of these facets using an analysis of variance (ANOVA) framework and thus focuses on groups as the unit of analysis (i.e., whether or not pilot instructors as a group are reliable or unreliable as opposed to the performance of a particular instructor undergoing IRR training).

• Analyzing Knowledge Requirements in Team Tasks

  Despite the gaps in research, a number of knowledge-elicitation methods available from research on individual CTA seem adaptable to a team environment. Some of these have been used in the team performance arena, whereas others have not. This section suggests potential methods for the different types of team knowledge described in the previous section: methods for eliciting pretask team knowledge and dynamic team knowledge. We list the type of team knowledge and discuss previous attempts (if any) to elicit this knowledge. We also suggest other methods that have potential to tap this knowledge. Although a detailed description of all potential methods is beyond the scope of this chapter, we have attempted to include a brief description of a variety of methods.  

• Using Multifacet Rasch Analysis to Examine the Effectiveness of Rater Training

  This paper sought to provide a comprehensive analysis of a rater training program through the use of multifacet Rasch measurement. The purpose was to display how such an analysis can provide specific information on raters that is useful for feedback, and also important information concerning the performance of the rating form and training materials.

• Team Task Analysis: Lost but Hopefully Not Forgotten

  Team task analysis refers not only to an analysis of a team's tasks, but also to a comprehensive assessment of a team's teamwork requirements (i.e., knowledge, skill, ability, and attitude requirements). Like job analysis, team task analysis is important because it forms the foundation for team design, team performance measurement, and team training. Essentially, it is the building block for all "team" resource management functions.

• Training Team Performance-related Assertiveness

  A number of recent authors have argued the need for greater levels of specificity in our understanding of "why, when, and for whom a particular type of training is most effective." The three studies reported here have attempted to respond to this need by examining the determinants of team member assertiveness.

• Analyzing Team Performance: In the Eye of the Beholder?

  This study examined the effects of experience on the degree to which various team behavior characteristics were weighted in a team member's perception of team behavior importance. In general, the results supported the hypothesis that experience would moderate the extent to which team members weighted different team behavior characteristics when making judgments of overall team behavior importance.

• Aviation Computer Games for Crew Resource Management (CRM) Skills Training

  Computer games have the capacity to engage the player, are inexpensive, and are readily available. These three qualities suggest possible value as a training medium, even though existing aviation game software has not been designed specifically for training or crew interactions. Reactions of pilots participating in this research indicated that the use of computer games with carefully designed scenarios can be an acceptable means of training CRM skills. Aircrews seemed to appreciate the training value of the system and became engaged in its scenarios. Acceptance was found by aviators of all experience levels.