ABSTRACT
Teams have been a widely used organizational strategy within the aviation community as a means to improve safety. Team members serve as redundant systems to monitor and backup others, for example, during periods of high workload. To maintain the eff ectiveness of these teams, team-training strategies are used to develop key team processes. Prince and Salas (1999) off ered a review on what has been done in terms of team processes and their training in aviation. Th eir review focused on the theoretical foundations of team training in aviation, specifi cally examining the input-throughputoutput (IPO) models. Th ey suggested that once a theoretical model has been selected, team training can be developed, implemented, and the performance measured. Prince and Salas discussed a number of measurement instruments, including the Cockpit Management Attitudes Questionnaire (CMAQ)
developed by Helmreich (1984), and Helmreich et al. (1986) to measure the pilots’ reactions to training, and the line/line-oriented fl ight training (LOFT) worksheet and targeted acceptable responses to generated events (TARGET) checklist to guide the observations of behaviors. Th eir review concluded with a discussion on the necessary components of team training, which include training tools (e.g., team task analysis, feedback, simulations), methods (e.g., lectures, videotapes, role plays), and content (e.g., knowledge, skills, abilities), as defi ned by Salas and Cannon-Bowers (1997).
