Facilitating with case studies A behind the scenes look
PACDEFF 2015 – Jana Ewing Virgin Australia
What is it and why use it? A case study is a powerful learner-centred strategy that: – Develops critical thinking – Provides an opportunity for interaction – Is engaging and interesting – Presents complex real world problems and develops real world skills – Allows application of concepts to bridge the gap between
theory and practice.
What skills can be developed? Case study skill development
Non-technical skill core elements
Communication
Communication
Problem solving and conflict resolution
Conflict management and culture
Leadership and teamwork
Leadership and teamwork
Information acquisition and processing
Information acquisition and processing
Time management and workload management
Workload and stress management
Decision making
Fatigue and fatigue management Situational awareness
Decision making.
Choosing and designing a case What are the goals? Pull out only key facts needed Look for interesting facts Look for ATSB (or equivalent) report
Look for news reports, videos, documentaries etc. Several dimensions/assessments of the
same situation Something where comparisons can be drawn to the learner’s experience Does it have to be aviation related?
Costa Concordia case study outline Case study presented (not included here) - following links/resources may be useful: https://www.youtube.com/watch?v=KZBt1LrY8Gw (Alexandra Steele) – several other videos available showing the evacuation http://www.bbc.com/news/world-europe-16563562 (timeline/photos) Workshop questions – Workshop 1: Group 1 - What are the threats and errors in this incident? Group 2 - What are your human factors findings? Workshop 2: Group 1- What parallels can you draw to aviation? Group 2- What recommendations would you make? Human factors implications/findings - TEM, communication, SA, DM, culture, leadership and teamwork, latent conditions
Aviation comparisons – Sukhoi Superjet (2012), Garuda (1996), Aeroflot (1994), Fairchild Airforce Base (1994), Saudi Arabian (1980).
Preparing for delivery Know the case Make sure there is enough in it – but not too much
Prepare prompts and questions Anticipate problems Frame the ‘fighting issues’ – that’s where the ‘action’ is (Garvin 2004)
Understand timing – how much time they will need to read, assimilate, discuss and formulate conclusions/decisions about the case Engage a Flight Crew co-facilitator whenever possible Prepare learners.
Preparing the learners Do a recap of NTS/HF core elements to give a framework for the case Tell them the purpose of looking at
the case Make it a safe environment – there are no ‘wrong’ interpretations Allow sufficient time Introduce the case – give a summary
Go over any terminology or other potentially unfamiliar information Link the material to the learner’s experience.
Leading the discussion Give learners time to read and think about the case Introduce the case briefly Provide guidelines for how to approach it Create groups to look at different aspects Tell them they will be sharing their findings
Ask the right questions: Set the tone Open ended questions with more than one ‘correct answer Avoid ‘trick’ questions Have them present back to the large group (how will you let the rest know what they were looking at) Synthesise issues each group raises.
Evaluating the case Did learners enjoy the case? Did everyone participate? Did they meet the learning outcomes you set? Were they able to generalise learnings
to NTS? Were they able to draw comparisons to real life?
Other case studies to use? – TU154 – QF 32
– Tenerife – Southwest 345 – US Airways 1549
– Virgin Atlantic 27 – Challenger/Columbia – Titanic – Costa Concordia.
