National Response Department Team Coordination Training

National Response Department Team Coordination Training

Initial and Recurrent Training Presentation08AUG2013

Team Coordination Training – Initial & RecurrentResponse Directorate

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Team Coordination Training

Welcome! Completion of this TCT Workshop –

• Satisfies initial TCT requirement

• Satisfies 5 year renewal requirement

• Should be accomplished in about 4 hours

Everyone is encouraged to participate!

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Introductions

Housekeeping Announcements

• Restroom facilities

• Breaks

• Exits

• Silence Cell Phones

• Restricted areas (if applicable)

• Any special needs and instructions


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According to COMDTINST 3500.3, “Operational Risk Management” (ORM) is something that applies to everyone in the Coast Guard, Active Duty, Reserve, AUX and Civilians. It standardizes and formalizes the Coast Guard’s ORM policy, and along with it, CRM (for aviators) and TCT (for surface operators.)


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So what is Risk Management?

Risk Management is the

• Identification

• Evaluation &

• Mitigation

of hazards

Team Coordination Training – Initial & Recurrent

Response Directorate

So what is Risk Management?

In a nutshell –

•What are the hazards to which we are exposed?

•What is the probability of a mishap occurring?

•How severe would it be if it occured?

•How can we control the risks in order to prevent mishaps and, if possible, still get our job done

Team Coordination Training – Initial & Recurrent Response Directorate

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What do those terms mean? • Risk: The chance of personal injury or property damage or loss• Severity: An event’s potential consequences in terms of degree of

damage, injury, or impact on a mission• Probability: The likelihood an individual event will occur• Exposure: The amount of time, number of cycles, number of people

involved, and/or amount of equipment involved in a given event• Mishap: An unplanned single or series of events causing death,

injury, occupational illness, or damage to or loss of equipment or property

• Hazard: Any real or potential condition that can endanger a mission; cause personal injury, illness, or death; or damage equipment or property


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Key Risk Management Principals

• Accept no unnecessary risk

• Accept necessary risk only when the benefits outweigh the costs

• Make risk decisions at the lowest appropriate level

• Integrate Risk Management into all phases of planning and execution of missions and operations

• Continuously employ risk management as operations progress and evolve


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Risk Management• Risk Assessment may be dismissed by some as just

“common sense”

• Unfortunately, using your “common sense” is too often an uncommon commodity, just when we need it the most

• The natural human tendency is to “just do it”, rather than to stop and think about the risks associated with a certain activity or task

9Team Coordination Training – Initial & RecurrentResponse Directorate

Risk Management

It boils down to this: • Accidents are caused; therefore, they are

preventable

• As long as we are human, we have the capacity to make errors


Risk Management

• Human error is the leading cause of mishaps

• Therefore, the improvement of human performance is essential for mishap prevention

• TCT is an important tool for improving human performance


Risk Management

• We will always have risk, but there are ways to reduce that risk

• TCT is our way to implement Risk Management to reduce risk

• TCT, plus crew briefing and debriefing will help reduce injuries and mishaps and still let us accomplish our mission


What is TCT ?

Team Coordination Training (TCT) is:

• A Coast Guard training program designed to:

• Change the way we look at risk

• Increase Crew / Team effectiveness and safety

• Reduce potential for human error and accidents


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Why a “Team” approach?

• Team: A group that acts together to accomplish a goal

• As part of “Team Coast Guard” we must work together to: • Reduce injuries• Reduce damage • Achieve improved boating safety

• Everyone in the crew is a member of the “Team”

• Everyone in the crew has a stake in the safety of the mission


Impact of Human Error

• Human error continues to be the most significant cause of U.S. Coast Guard mishaps

• 60% to 65% of cutter and boat navigation mishaps have had human error as a contributing cause


Poor judgment (32%), including:

• Unknown or misunderstood situation • Loss of situational awareness• Inadequate assessment of risks • Incorrect GO / NO-GO decisions • Incorrect information in decision making



Planning (more than 20%), including: • Failure to develop a mission plan• Failure to establish a proper lookout • Failure to identify hazards• Failure to mitigate/control risk • Failure to develop a contingency plan

( source: CG Team Coordination Training Student Guide (8/98)



Ineffective Supervision (more than 7%) including:

• Lax enforcement of standards & procedures • Inadequate oversight• Not verifying job done correctly

( source: CG Team Coordination Training Student Guide (8/98)




• There are no specific statistics about Auxiliary mishaps or casualties

• Active Duty Coast Guard statistics help us understand the nature and scope of the problem


CG Small Boat Mishap Rate

Rate per 100,000 patrol hours


1. Mission Analysis2. Leadership3. Communication4. Assertiveness5. Decision-Making6. Adaptability and Flexibility7. Situational Awareness

Seven Elements of TCT

TCT stresses seven human factors elements


Group Activity # 1

• Your “participant guide” contains Scenario # 1• Please form yourselves into “crews” of 3 to 5• Spend a few minutes familiarizing yourselves with the

scenario• If paper copies of Scenario # 1 are not available,

please use the scenario found on the following slides • If you have paper copies, please proceed directly to

slide # 32


Facility: 1963, 36 foot Chris Craft cabin cruiser, twin screw inboard engines, wood construction.

Weather: Hot & humid, little wind

Coxswain: Jack, 55 year old with 12 years experience with his own 20 foot center console, no experience with facility used in this patrol.

Scenario # 1


Crew Continued:Crewmember: Joe, 82 year old “retired cox’n” who offered his 36 footer for use since a heart ailment forced him to drop back to “crew” status earlier this year. Joe now takes heart medicine that causes an occasional dizzy spell in hot weather. Crewmember: Ed, 64 year old with 4 years experience as an outstanding crewmember and helmsman.

Scenario # 1


The patrol is a MOM conducted under orders with communications maintained by the local CG boat station. The coxswain considered this to be a routine patrol that posed no special problems and advised his crew of that finding.

During the patrol, a passing boater informs them that they saw a lone fisherman fall off a small skiff after a large wake, caused by a passing party fishing boat, violently rocked his boat.

Scenario # 1


Jack is at the helm and proceeds to the location approximately 500 yards away to assess the situation before notifying the CG duty officer.

At about 100 yards from the scene, they see a male struggling in the water some 20 yards from a small skiff with no one aboard.

Ed immediately yells “Man Overboard”, points to the port side and yells again, “man overboard… 100 yards at 270 degrees relative”.

Scenario # 1


Jack immediately powers down and begins approaching the PIW (person in the water). Joe goes below and begins rummaging through his cabin, looking for his throwable life ring (several minutes pass), while Jack tries to maneuver the 36 footer closer to the struggling man.

As the facility approaches the PIW, Joe finally emerges from the cabin, but seems unsteady and a little pale as he tries to untangle the line attached to the life ring.

Scenario # 1


Jack sees Joe’s difficulty and realizes that Joe cannot heave the ring, nor will he be able to assist retrieving the man from the water due to his weakness and instability on deck.

Due to the size & configuration of the large cabin cruiser and his inexperience with this vessel, Jack has been having trouble maneuvering the twin screw vessel close in, without losing sight of the man in the water. He feels helpless to assist with the retrieval.

Scenario # 1


Jack then realizes that Joe must take the helm, while he heaves the life ring. Ed waits to help Jack lift the exhausted man from the water.

Jack reluctantly orders Joe to the helm, and throws the ring.

Ed has stood by since the PIW (person in water) event started, awaiting orders.

Scenario # 1


As the PIW grabs onto the ring, Jack notices the facility, still under power, moving further away from the man as he hauls in on the life ring line with the man hanging on.

They begin to inadvertently tow the man through the water, which causes the him to lose his grasp on the ring.

Jack retrieves the ring and throws it again to the PIW.

Scenario # 1


Jack then quickly re-takes the helm from Joe and places the facility in reverse to stop its forward motion and begins to close the gap between PIW & the facility. As the facility comes up to the man, he places both engines into neutral and then leaves the helm to assist Ed in retrieving the man according to proper procedure. They call the CG station and request immediate assistance, unsure of the medical condition of the man just retrieved.

Scenario # 1


Group Activity # 1

Now that you have familiarized yourselves with the scenario, refer to the list of 7 elements of TCT.


Use those elements to complete the rest of this activity.


Group Activity # 1 Tasks

1. Identify each TCT element you can find in the scenario

2. Using a pen or pencil, circle the portion (sentence or paragraph) of the scenario that is directly linked to each of those TCT elements you found

3. Write down any TCT elements that were NOT addressed/found in the scenario

4. As directed by the facilitator, discuss your findings


Group Activity # 1 Tasks

1. Did you find all of these elements in the scenario?


2. Were any of these missing?

3. Next, we will look at each of those elements in detail.


Mission Analysis


The process by which Operating and Contingency plans are developed to safely and effectively accomplish the mission. All planning must be preceded by information gathering:

• weather forecasts • crew fitness • mission specifics • facility checklists • other relevant information

Mission Analysis


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• Failure to gather accurate and comprehensive information and/or complacency affects the planning process and places mission and crew at risk

• Contingency planning is critical as Operational plans may change once implemented

• Changes in weather, mission, crew performance, etc., may require “Plan B”, Contingency plans

Mission Analysis


Includes: • Planning – Was there any, or not so much?• Event - Complexity of mission and guidance• Assets

• Crew – Fitness, Selection, Training• Facility – Capability for Mission

• Communications – Internal & External• Environment – External conditions, weather,

day/night, sea state, other traffic, etc.

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Mission Analysis


Operational Risk Management (ORM) is all about Assessing and Mitigating Risk

• Always conduct a pre mission briefing with all crew members prior to all patrols or missions

• Together, conduct a risk assessment using the Green-Amber-Red (GAR) Worksheet

• Continually assess and update the risk assessment throughout the mission with your crew

• Reassess when ANY key factors change

Assessing the Risk


Assessing the Risk

• Although there are different Risk Assessment tools the GAR worksheet is an accepted way to plan and prepare for any mission

• Use the Auxiliary GAR worksheet unless your OIA mandates another tool

• Remember, Risk Management is what’s important; not the numerical values or colors


http://rdept.cgaux.org/documents/GAR%20Model%20Surface%20Ops.pdf

Assessing the RiskHere is the Auxiliary GAR Risk Calculation Worksheet.

Use this tool unless your OIA mandates another.


Assessing the Risk

Page two of the GAR Worksheet describes elements which should be considered (PEACE) and provides guidance for Risk Mitigation (STAAR).


Assessing the Risk

Operational Risk Management Basics -

• Accept no unnecessary risk

• Accept necessary risk only when benefits outweigh costs

• Make risk decisions at the appropriate level

• ORM is just as critical in the execution of the mission as in its planning


Group Activity #2• Re-visit Scenario # 1 with Mission Analysis in mind

• Did you identify all the passage(s) in scenario # 1 linked to Mission Analysis?

• What did you find that indicate good planning and mission analysis?

• What did you find that indicate poor planning or mission analysis?

• What would you, as a crew, have done to improve mission analysis?

• Discuss when requested by your facilitator


Leadership


Effective Leaders posses • Courage, • Confidence• Competence

Leadership is not about just giving orders

Effective Leaders find ways to obtain the willing participation of others towards accomplishing a goal

Leadership


Leadership

• Effective leaders earn the respect and confidence of team members

• Managers give detailed directions to complete tasks by virtue of their rank or position

• Leaders inspire and motivate others to willingly work together to accomplish the goal regardless of rank or position


• Goals must be consistent with the Coast Guard’s core values and the mission objective

• Leaders strive to achieve the respect, confidence and loyalty of those under their supervision, regardless of position

Leadership


Effective leaders will also:

• Update the crew on mission progress

• Balance workload among crew members (prevents overload)

• Ensure the crew is fully qualified and comfortable with their roles

• Provides feedback on performance

Leadership


Effective leaders

• Make good decisions in a collaborative, team environment

• Have the courage to make the right decision, even if unpopular

• Exhibit confidence based on experience and ability

• Are competent, well prepared and mission oriented

Leadership


Group Activity # 3

• Re-visit Scenario # 1 with Leadership in mind• Did you identify all the passage(s) from scenario

# 1 that are directly linked to Leadership• Did the coxswain exhibit good leadership, or

was he lacking

• Identify at least two examples that illustrate your answer to the question above

• Discuss your findings when requested by your facilitator


Communication


Communication

Communication is both verbal and non-verbal (facial expressions, tone, etc.)

Although we tend to focus on the words, most communications is non-verbal.

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Words We Use

Nonverbals, BodyLanguage

How We Say Words,Sounds We Make


Communication

Effective communication is• Both verbal and non-verbal• Accurate• Bold• Concise• Understood

54Team Coordination Training – Initial & Recurrent

Response Directorate

Communication

• Leaders and crew members have an equal responsibility to ensure that they convey their thoughts and information effectively

• The “Feedback Loop” is a simple method to ensure that our “transmissions” are heard and understood loud and clear


Communication

The “Feedback Loop” acknowledges all communications by: •Repeating the message, •Finding a non-verbal way to acknowledge the message depending on the situation.•Always ask for feedback or observe behavior to be sure that the message was received


Communication

Barriers can develop which degrade or interfere with the quality of our communication.

• What kinds of barriers may exist on a mission?

• How can we overcome them?

• Discuss!


Communication

Some Barriers to Communication include:

•Failure to close the Feedback Loop

•Distracting “background noise” such as engine, wind and other physical environmental factors

•Over-complicating the message. Use the KISS method whenever possible (Keep It Simple, Stupid)

•Fatigue / Hearing Difficulty

•Conflicting non-verbal cues


Group Activity # 4

• Briefly revisit Scenario 1• As a crew, find at least three examples of

communication failures that had an impact on the circumstances in Scenario # 1

• Present your crew’s findings when requested by your facilitator


Assertiveness


Assertiveness

Assertiveness:

The ability of individual crew members to state and maintain a position that may be unpopular, or counter to a position taken by others, unless (until) convinced by facts and logic, and not based solely on the authority or personality of others.


AssertivenessBe assertive, but not aggressive

• The aggressive person seeks to bully his/her way though situations for their own ego or self image

• An assertive person cares about the “mission” more than themselves and their ego

• Communicate your concerns, without offending those who disagree


AssertivenessTechniques•Ask task related questions

•Suggest positive alternatives

•State opinions calmly but firmly.

•Avoid letting rank/position differences threaten mission or performance

•Maintain your position until convinced by facts

•Avoid conflict or personality differences

•“Own” your feelings “I’m concerned. I’m uncomfortable.”


Group Activity # 5

• Re-visit Scenario # 1 with Assertiveness in mind

• Did you identify all the passage(s) from scenario # 1 linked to assertiveness

• Use scenario # 1 to identify two examples of crewmember assertiveness

• Identify two examples of a failure to be assertive when required by circumstances

• Discuss your when requested by the facilitator


Decision Making


What are the basic steps that might be taken in any decision making process?

Discuss!

Decision Making


Any generic decision making process includes:

1. Defining a problem or condition

2. Seek relevant information

3. Analyze & verify information

4. Identify range of possible alternatives

5. Select an alternative or range of alternatives

6. Implement and examine the results

7. Adjust our actions according to results

Decision Making


• Making good decisions is the heart of TCT.

• Decisions will likely impact the safety of the crew and the success of the mission.

• The elements of TCT will prepare us to make better decisions

• The decision making process is a continuous loop of those steps that we repeat throughout the mission.

Decision Making


• The process can take 20 seconds in the case of routine decisions, or 20 months in the case of large complex problems

• The process is the same, the depth of analysis and degree of complexity is always changing

Decision Making


• Re-visit Scenario # 1 with Decision Making in mind

• Did you identify the passage(s) from scenario # 1 that are directly linked to Decision Making

• Consider the steps in the “Decision Making Process”

• How effectively did Coxswain and crew use the decision making process? Give examples

• Discuss your findings when requested by the facilitator

Group Activity # 6


Adaptability


The ability to react to changes in: • environmental conditions • mission complexity • crew fitness • equipment failures, etc.

Effective leaders & crews adapt and are open to new information.

Adaptability is critical to crew safety.

Adaptability


• Adaptability is based on maintaining situational awareness so changes are quickly identified and prioritized

• Leaders do not necessarily have “all the answers”; they acknowledge that new information, conditions or crew input can change the mission

Adaptability


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• Leaders should take advantage of everyone’s ideas and experience

• Leaders remain adaptable and flexible to new conditions, ideas and challenges

Adaptability


Adaptability

• Adaptability means we are open to change • Lets take a moment to identify some kinds of

new information that could cause us to change our operational plans

• What sources might provide that new information

• Discuss!


Group Activity # 7

• Re-visit Scenario #1 with Adaptability in mind• Did you identify the correct passage(s) from

scenario #1 linked to Adaptability• Did the crew members exhibit good adaptability

skills

• Did they fail to adapt to changing conditions

• Give examples of both poor and good adaptability skills

• Discuss your findings when requested


Situational Awareness



• We must know what is going on around us in order to make good decisions

• Plans are critical to success, but we must be ready to change our plans based on new information or situations

• Maintaining situational awareness will decrease the likelihood of poor decision making



• How might we lose our Situational Awareness (SA)

• Identify as many barriers to maintaining good situational awareness as possible

• Name some ways to avoid these barriers and correct loss of situational awareness

• Discuss!



Barriers to maintaining SA:

• Confusion or pre-occupation with a task• Lethargy, fatigue or loss of focus, inactivity, boredom• Complacency• Neglect of proper procedure.• Environmental Factors, such as:

• Weather (extreme heat or cold)

• Engine- droning noise

• Sea state


Two Challenge Rule

If a team member fails to adequately respond to two or more challenges regarding omissions or questionable actions, the individual is assumed to have lost situational awareness.

Immediate steps must be taken to re-establish a healthy, alert environment on board the facility.




Loss of Situational Awareness may be prevented by:• Including the crew in the initial mission analysis• Rotating watches on a regular basis• Conducting training exercises such as MOB &

line throwing evolutions, or checklist activities • Varying the speed and direction of the vessel or

aircraft when possible


• Re-visit Scenario # 1 with SA in mind• Did you identify the passage(s) from scenario

# 1 linked to Situational Awareness• Discuss each crew member to decide if they

lost situational awareness

• If you find that a crewmember did lose situational awareness, identify the circumstance and list way to reverse that loss

• Discuss your findings when requested.

Group Activity # 8


The GAR Model


The GAR Model

Let’s review the GAR Worksheet – • It’s an accepted Risk Assessment / Management

Tool• It’s not a “silver bullet”, it helps focus our thinking• It helps us identify hazards, evaluate the risk they

present and reduce them to acceptable levels• Risk Assessment is a “Team Sport”


Green-Amber-Red Model(Generic Concept)

What are the hazards, what level of risk do they present?

Is that level of risk acceptable by the unit?

GREENYes, risks are

acceptable

AMBERMaybe, but only

if risks are managed correctly

REDNO, risks are

beyond acceptable limits


The GAR Model

RISK ELEMENTS TO CONSIDER

• SUPERVISION: Qualifications / experience of leader / crew & amount of supervision / communications needed

• PLANNING: Information & details available / time for planning / asset selection

• TEAM SELECTION: Qualifications & experience of team members

• TEAM FITNESS: Physical & mental state

• ENVIRONMENT: Weather (winds, temp. visibility) / Seas (state, current) / Traffic / Illumination (day, night)

• EVENT/EVOLUTION COMPLEXITY: Time required &difficulty of the mission


Give PEACE a Chance!

• PLANNING – Was there any, or not so much?• EVENT - Complexity of mission and guidance• ASSETS

• Crew – Fitness, Selection, Training• Facility – Capability for Mission

• COMMUNICATIONS – Internal & External• ENVIRONMENT – External conditions, weather,

day/night, sea state, other traffic, etc.

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The GAR Model


The GAR Model

QUANTIFYING RISK

• Value is assigned to each element

• The larger the number, the greater the risk

• 0 = No or Low Risk, 10 = High or Catastrophic Risk

• Add individual values to determine total risk score

• Is there ever zero risk?


The GAR Model

1. Supervision

2. Planning

3. Crew Selection

4. Crew Fitness

5. Environment

6. Event Complexity

0 being low or no risk

10 being high or catastrophic

Is there ever zero risk?

Rate 0-10

Rate 0-10

Rate 0-10

Rate 0-10

Rate 0-10

Rate 0-10

TOTAL Where does this number fall on the GAR color code scale?

NOTE: Zero and One should be VERY, VERY rare on any score card!


Controlling Risk

Using the STAAR Model – to eliminate or reduce to an acceptable level.

•S – Spread out – Disperse the risk. Can other assets help?

•T – Transfer – Is another unit more suitable?

•A – Avoid – Circumvent hazard: Wait for risk to subside (Weather /

illumination improvement)

•A – Accept – Only if benefit outweighs the cost & w/ continuous

reevaluation of risk.

•R – Reduce - Reduce or limit risk exposure, use additional PPE,

additional communications, more experienced crew.


The GAR Model

0 23 44 60

10 20

GREEN(Low Risk)

30 40AMBER

(Caution)

50+RED

(High Risk)

Color Coding the Total Level of Risk

Although the Risk scale starts at Zero, is there ever Zero Risk? Discuss!


The GAR Model

Key Elements of G A R analysis:

• Involve the entire crew as individuals in the scoring process. Avoid group voice “votes”

• Begin with the least experienced crew member to avoid pressure from more experienced members

• Avoid “canned” or pre-determined scores

• Score based on current conditions, not habit

• Be honest with each other


GAR Model Exercise

Your Tasking – • Use Mission Scenario # 2• Use the GAR Worksheet to complete Risk Assessments

as instructed, based on Scenario # 2• You will complete a Pre-Mission GAR, then will re-

evaluate as the mission progresses, so follow the instructions of the Facilitator

• Remember that the 7 elements of TCT must be your guide to completing the GAR

• Share your crew results when requested


GAR Model Exercise


GAR Model Exercise

• As before, remain organized into “crews” of 3 to 5 participants

• If you have printed copies of the scenario, skip the scenario slides

• Have a recorder take notes for your crew

• Share your notes when requested

• Scenario # 2 is divided into “Part A” and Part “B”

• Read ONLY Part A of the scenario now

If you have paper copies click here to skip to Slide 104


Scenario # 2 Part A

Safety and Crowd Control

Mission: Fireworks display – Routine

Facility: # AUX-224345; a 24 foot walk around cuddy cabin, 175 HP outboard


Scenario # 2 Part A

CREWCoxswain: Ed - 14 years experience as boatcrew, 10 of those years as coxswain.

Crew #1: Bill - 7 years experience, some medical history includes loss of night vision, and high blood pressure.

Crew #2: Howard – 3 months experience, 1st night mission.

Crew #3: Doris - 15 years experience, history of broken hip within the last year.


Scenario # 2 Part A

Weather:

• 93F and hazy

• wind: W at 5 mph

• Humidity: 82%

• 60 % Chance of T-storms predicted after 9PM

Venue: Fireworks barge; Mississippi River, St. Louis Mo.


Scenario # 2 Part A

Mission:

This Auxiliary facility was assigned to assist in maintaining safety during a July 4th fireworks display on the river that normally draws over 150 recreational spectator boats to the fireworks area located in St. Louis.

Three Auxiliary vessels and one A/D CG 25 footer were tasked with securing a safe perimeter around the fireworks barge so that recreational boaters are kept at a safe distance.


Scenario # 2 Part A

Mission Continued:

After the fireworks, at about 2200 hrs, the AUX crews were to help with traffic control on the river as a large number of vessels attempt to leave the area all at once, at night.

This mass egress has caused minor collisions in the past; drinking on the part of a few boaters has added to the problem in previous years.


Scenario # 2 Part A

Story:

Four hours prior to getting underway, Ed quickly fills out the GAR; he is confident he and his crew can handle this mission with ease and he looks forward to watching a great display.


Scenario # 2 Part A

Underway at 2000 hours, Ed, contacts the duty officer at the CG Small Boat Station on the CG working channel 23A

The noise of the boat and the lively conversations of the crew, plus the stormy weather in the area make the radio difficult to hear

After several attempts, the watch stander at the Station instructs Ed, “When on station, contact PATCOM on channel 81Alpha”


GAR Model Exercise

• Use the GAR scoring sheet to complete an analysis of potential risk based on the information contained in Part A of Scenario # 2

• Should the mission proceed as currently described?• Are some operational plan and/or contingency plan changes

needed?• Should the mission be canceled?• Be prepared to defend your decisions with examples• When prompted by the Facilitator, share your pre-underway

GAR Score Sheet with the facilitator and other crews


GAR Model Exercise

• Proceed to Scenario # 2 Part B• Become familiar with the facts and

circumstances found in Part B• If you have printed copies of the scenario,

skip the scenario slides


Scenario # 2 Part B

At 2000 hrs, the facility arrives at their designated station on the river on the east side of the perimeter.

The coxswain begins patrolling his area on the east side of the perimeter, between the barge and the anchorage area for spectators. Once the boats in the “front row” of the observation area have anchored, they stand off to the side, within their assigned post and monitor the situation as darkness began to fall at 2100 hrs.


Scenario # 2 Part B

At 2145 hrs, another facility ,AUX 36454, arrives on scene. The Cox’n shouts…“Hey, you guys! Is your radio broken? PATCOM has been trying to reach you for over an hour!”

As Ed listens to the crew of the 36454, it sank in that the instructions from the station (which he didn’t hear very well) were to contact PATCOM on another channel. He had not been in contact since 2000 hours.

Ed and crew all realize that they should be embarrassed that a SAR case had almost been initiated because of their “disappearing act”…but “no harm done” he smiles to his crew.


Scenario # 2 Part B

Ed assures the AUX 36454 that they were all OK. He contacts the PATCOM by phone and confesses the mistake.

The fireworks display was just beginning at 2200 hrs. when he notices that Doris was unusually quiet and seemed detached from the others who were watching the fireworks.

Ed shrugs this off and continues watching the display; he tunes his marine radio to channel 81 Alpha as the fireworks become even louder & lightning in the area is causing static on the radio.


GAR Model Exercise

• Discuss the circumstances of the mission among your crew• Should this crew return their pre-mission GAR worksheet to

adjust or alter the scores• Does the information in Part B not warrant any changes in the

the pre-mission GAR Worksheet or in the mission plans• Whatever your crew decides, be prepared to defend your

decisions to the group• When prompted by the Facilitator, share your Part B GAR

Worksheet results and subsequent decisions/actions with the group


Scenario # 2 - EPILOGUE

• As the fireworks explode, Coxswain Ed has a nagging feeling that something isn’t right. Still stung by the embarrassing communications error, it finally dawns on him that he may have lost Situational Awareness. He asks Doris if she is OK. Doris replies that she has some unexpected pain in her “bum” hip and that it is really bothering her. As flashes of lightning add to the fireworks, Ed “sees the light”. He finally thinks about his GAR score and decides that it’s about time to re-evaluate the mission. “Hey, crew!”, he yells. “Let’s take a look at our GAR. Maybe we need to rethink this!”


TCT Review

• Operational Risk Management (ORM) asks:– What is out there that can hurt me– How do I keep it from hurting me and still get my job

done• ORM can be a simple system of common sense

procedures, or it can be complex for large scale operations

• The ultimate goal however is the same– Reduce Mishaps, Injuries and Damage– Meet Mission Objectives


• TCT is a Risk Management process• TCT is includes these 7 Human Factors

• Mission Analysis• Leadership• Communication• Assertiveness• Decision-Making• Adaptability and Flexibility• Situational Awareness

TCT Review


TCT Review• We use Risk Assessment tools including the Green-Amber-Red

(GAR) Model to help us evaluate our risk exposure• We also use the GAR Model to help us quantify the severity of those

risks – For any GAR item above 5, use STAAR to mitigate.• Once we understand the risks, including the severity and

consequences of those risks• We must make good decisions to accept, eliminate or reduce those

risks to acceptable levels in order to keep everyone safe and accomplish out mission

• If we cannot reduce the risk to acceptable levels, we must be prepared to end our mission

• Safety has priority over mission accomplishment



Questions or Comments, Please

(Remember Assertiveness!)


Thank You

Thank you for your participation in

Team Coordination Training.

Please share your thoughts about this training with us!

Send your comments to: Chief, Operations Projects and Educational Outreach Division [email protected]• Jim McCarty, DVC-RS• Bruce Pugh, DVC-RE • Gary Taylor, DIR-Rd• Bob Shafer, DIR-R


National Response Department Team Coordination Training

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