Name________________PowerPoint Test Instructions1. Start.docx

Name________________
PowerPoint Test Instructions
1. Start PowerPoint and open the file Test 1 and save it to your
desktop as Your Name PowerPointTest 1.
2. Format the slides using the Facet design theme with a blue
varient.
3. Go to slide 3 and change the layout to Two Content.
4. Insert an appropriate graphic relating to computers.
5. Create a 3 pt. picture border around the graphic that is any
color that matches the chosen picture.
6. Move and size the graphic to fit on the slide without covering
any of the text (you may place it anywhere you like)
7. Insert a slide after slide 3. The title will be Advertising.
Insert the following information
Social Media (main bullet)
Facebook (sub-bullet)
Twitter (sub-bullet)
Radio Commercials (main bullet)
Newspapers (main bullet)
Dallas Morning News (sub-bullet)

Local college papers (sub-bullet)
8. At the end of the presentation insert a new slide. The title of
the slide will be User Cost
9. Create a table that is 2 columns by 3 rows
10. Add the following information to the table
Basic
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Pay per download
Unlimited downloads
$3.99 each
$19.99
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12. Format the table using the table design Light Style 2-Accent
1.
13. On slide 2 create a banner from shapes that includes the
words “#1 Provider”. Change the font to Algerian 24 pt.
14. Change the color of the banner to any green color you want.
15. On slide 4 convert the text to SmartArt using Converging
Radial style found in the Relationships section. Change the
color to Colorful Range- Accent Colors 2 to 3. Change the
SmartArt Style to 3-D Cartoon.
16. Go to slide 2 and insert the following in the speaker note
area: “List all the areas where we are the number one

provider.”
17. Set a random bars transition for all slides.
18. Using the slide master, change the heading on all slides to
Castellar 36 pt.
19. On slide 2, 3, and 4 animate the bullets to by flying in from
the left side.
20. Add your name as a footer to the slides.
21. Set the timings for each slide to 5 seconds
22. Check your spelling and save the presentation.
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24. Set up the PowerPoint to print the presentation as handouts
so it prints 6 slides per sheet. Do a screen shot of the backstage
print preview. You can use the Snipping Tool or the
PRNTSCRN button. Save the screen shot as Test 1 Print
Preview. Submit the files Your Name PowerPoint Test 1 and
Test 1 Print Preview in eCampus. Close out of PowerPoint.
Running Head: HUMAN ERROR MANAGEMENT
1
HUMAN ERROR MANAGEMENT
2
Research Manuscript
Course
Professor
Date
Abstract
Commercial aviation has evolved in terms of training to include

crew resource management(CRM) – a shift from cockpit
training. As such, CRM can be evaluated and validated, its
limitations, such as inefficient cross-cultural outlook, are
highlighted. An inclusive framework that focuses on human
error management to enhance its acceptance in the commercial
aviation sector is analyzed to determine the effectiveness of the
concept. Under the error management concept, behavioral
strategies to counter, tap and mitigate the ramifications of the
error are presented. The development in CRM has evolved since
the introduction of appropriate training programs to include the
assessment of CRM skills, and especially in multi-crew
cockpits. Various regulators around the world, to include the
European and the Americans, have introduced the requirements
for training, as well as assessing crew's non-technical skills.
Therefore, there is evidence of a wide-scale practice available
in the design, as well as the implementation of CRM and other
related programs.
Introduction
At the beginning of the second half the 20th century, especially
the 1960s to 1980s, the commercial aviation industry witnessed
an unprecedented spike in human-error related aviation
accidents, such as the Tenerife collision that killed up to five
hundred people (Weick, 1990). As a result, industry players
decided to implement several measures geared towards
promoting team working among flight-crew (Bennet,2015).
Hence, crew resource management (CRM) concept came into
light, intending to enhance pilots', as well as the cabin
attendant's human factor skills. According to Salas et al. (2001),
a CRM's overarching framework includes but not limited to
training aircrews to enable them to use available resources, such
as equipment and information, by coordinating activities as a
team.
In the modern civil aviation industry, CRM forms the backbone
of the industry player's safety management system (SMS). Also,

Salas et al. (2001) posit that using CRM to train aircrew will
enhance performance to include positive participant feedback,
application of acquired knowledge through simulation.
However, the concerted efforts to strengthen crew human-factor
skills, the issue of human error in commercial aviation persists,
which according to Harris (2014), "Human error is now the
principal threat to flight safety: it is estimated that up to 75 per
cent of all aircraft accidents ... have a major human factors
component." (P.90)
Error Management Using CRM
CRM uses the principle that is ubiquitous in human error, which
inevitable as well as a valued data source. If the error is not
avoided, CRM is a three defense line seen as countermeasures
sets of failure. Avoidance of mistakes is the first natural
solution. Secondly, emerging errors are caught before
committing. Lastly, mitigation of occurring errors but aren't
captured, for instance, 'Troika' is an error management tool.
CRM similar sets countermeasures relate to an individual
situation; hence, detection is the variation period. For instance,
an experienced 'controlled flight into terrain' (CFIT),
technically developed flight since an error keyed in FMC. The
best approach procedures are carefully briefed and possible
occurrence of pitfalls, together with FMC verification and
communication that might avoid the failure.
Ensuring that entries match during monitoring and before the
execution of the measure will ensure that erroneous entries are
trapped. Finally, as the last option, inquiry of the action needs
to yield appropriate mitigation outcome for incorrect input
before CFIT. To be recognized as a proper error management
model, airline companies need to address issues related to their
level of understanding about the potential errors and
consequently adopt an objective approach towards rectifying it.
Also, organization, apart from error normalization, needs to
initiate measures that identify the source, as well as the nature

of the error in their routine operations (Kanki, 2019). The U.S.
Federal Aviation Administration's Aviation Safety Action
Programs of 1997 aims at promoting transparency in the
reporting of incidents in an organization, as well as initiating
measures that address issues on time. Also, the FAA encourages
a confidential reporting system that enables pilots to report
errors and safety concerns in a proactive manner. Data produced
by the system in place allows an organization to initiates steps
that mitigate and prevent recurrence of the number of incidents
pilots report.
Literature Review
The CRM concept is designed to equip pilots with the necessary
skills need to assemble and direct flight-related resource, such
as the software and hardware components of an aircraft, to
ensure safety during the flight. CRM applies different
physiological theories that include work-group formation theory
(Tuckman & Jensen, 1977) and the theory of mindfulness
(Langer, 1989). The concept of CRM enhances team working,
observational, as well as coordination skills. Also, it promotes
creativity and innovation among flight crew, as well as
generating synergy and promoting constructive criticism
(Gordon et al. 2013; Wiener et al. 1993; MacLeod 2005.
According to Hernandez and Ferguson, (2011), formal training
in CRM is attributed to the federal advisory directive of 1989
that encouraged, both the civilian, as well as military aviation
to adopt the concept. With its origin from the management
development models, the CRM is a multiday training course that
provides hands-on training in decision-making, conflict
resolution, interpersonal communication, and stress
management areas. Belief in the effectiveness of CRM training,
as a way of promoting flight safety operations, is well known.
However, there is limited empirical evidence about the
efficiency of CRM programs.

The critical question may raise issues of if CRM training may
accomplish its objectives of enhancing safety, as well as the
efficiency of flight. The convenient criterion for validating the
approach can be the number of accidents in every million
flights. However, according to Helmreich et al. (1996), the
strategy may not be appropriate or conclusive because of the
significantly low number of accidents and the variations in the
CRM parameters will make the concept seem inefficient on the
long term. Therefore, because there no single and reliable
criterion, air accidents investigators have adopted a
representative criterion to deduce the conclusion regarding the
efficiency of the model indirectly.
Reports of air incidents, which may not directly lead to an
accident, is a probable element of criterion measure. But
because reporting an incident is entirely voluntary, then it is
nearly impossible to infer the rate of accident occurrence – a
necessity for validation. There are two known and reliable
criteria: the flight deck behavior and attitudes towards the
concept. For a start, complete mission simulation marks the
beginning of the program. One weakness with this phase is that
crews may not show optimal crew coordination during
easement, and especially in a potentially hazardous situation.
Still, it is not sufficient to compromise the efficiency of the
program. Also, it is argued that the most reliable data can be
obtained when crews are audited in a moderately safe condition
(Salas et al., 2006). However, Nullmeyer and Spiker (2003)
counter the argument by suggesting that data from such
assessments usually do not reflect the effectiveness of such
training to yield the desired behavior changes. Such finding
runs counter with the evolution of the program by the
participant. According to Salas et al. (2006), crews who
conclude the evaluation point out that the training is both
essential and useful. Also, attitudes are a significant indicator
of the impact the practice has because it indicates the cognitive
elements of the concept contained in training. Even though

opinions may not correctly note the effectiveness of the
training, it is, however, a truism that participants who show
some level of rejection towards the concept are more likely to
adhere to the training precepts. Thus, according to Salas et al.
2006; Helmreich et al. (1996) attitudes have been measured to
have a bearing on CRM, and were identified as playing a pivotal
role in air incents, as well as accidents. Also, Helrnreich et al.
(1996) argue that data from multiple airlines indicate that flight
deck attitudes have a positive influence on the cockpit
management.
Methodology
The methodology is informed by two conventional research
traditions: content analysis and ethnography.
Ethnography
According to Sparkes (2009), ethnography produces a more
vivid account of complicated social issues. Ethnographers
collect data from a social environment without the need to
orchestrate an ideal situation, such as experiments, and with
minimal disturbances from the researcher. According to Garcia
and Gluesing (2013), the ethnographic study provides a unique
understanding of the analysis and comprehension of the
situation. Also, the approach enables the researcher to put
oneself into the situation of the participant – a reflective
process in itself. Also according to Burns (2000), ethnography
requires an input of the ability to interpret the situation,
"Fieldwork [involves] qualitative analysis — necessarily
interpretation — [to produce] an understanding of the observed
patterns of behavior engaged in by those being studied "(P.
395). Therefore, understanding the research environment
facilitates empathetic understanding, as well as interpretation.
Also, an ethnographer needs to show a wide array of skills to
include text transcription, diary-keeping, field mapping, and
establishing a connection with the informants. Hence,
ethnography is the best method for this study when researching

the utilization and teaching of CRM.
Content Analysis
According to Beck, Campbell and Shrives, (2010), content
analysis is useful for finding out the meaning of a narrative.
Also, Maxfield and Babbie (2001) argue that "Content analysis
involves the systematic study of messages" (P. 329).
Essentially, content analysis contains a check-list where the
counting of images, ideas, scenes or phrases appear.
Furthermore, Braun and Clarke (2006) add that, "content
analysis supports the identification of meaning within the data
set" (P. 82). Therefore, observers can be read and revised to
identify the most persistent themes. By subjecting observer's
notes to content analysis, the researcher can produce more
comprehensive analysis, thus facilitating teamwork, which may,
in turn, facilitate CRM's social interaction.
Results
The specific study outline over the past ten weeks, United
Kingdom, registered carrier of the lower cost that flew each
route, representatives did not claim anything. However, CRM
studies of paucity Vivo and industry context tries to increase
the relevance and regular pieces of training of CRM. It is
measured that findings and information are of great importance.
The characterization of the practice of communities is through
repertoire sharing," joint enterprise," and mutual engagement.
The practice of the community involves individuals sharing
something familiar to them and study the best way to do it as
well as communicate frequently. A lot of methods of
communities sustain commercial aviation differ in duration,
structure and size. The largest and different international flight
community, i.e., the macro practice of community, comprising
of air service providers employed either indirectly or indirectly.
Through politics, the development of CRM was established,
particularly concerning disaster response such as 'Tenerife.' the
maintenance CRM of through first actions and rhetoric and

dispatchers, crew, tutors, controller's holders of budget, and
regulators among others are absorbed into aviating praxis.
According to the researchers, know-how, through reflection and
resource management, crew auctioning, aviating praxis rooted
crew. However, it is not correctly always stepped,
understanding of team and the CRM principles accepted like
curiosity, transparency, inclusivity, respect, and compassion for
proficiency despite the origin point. Inappropriately, the
observance of the third party lacked when engineers,
dispatchers, and fillers disrupting the deck of the aviation flow
of the job at crucial periods for instance, briefing before taking
off on PF or during programming of FMC. CRM practice such
as ordinary glue, other pilots hadn't sailed together for a
specified period.
CRM is preassembly rational to play a part in maintaining and
developing the connection. CRM is 'normative' meaning that
social interaction teamwork promotion in lingua franca.
Through teamwork promotion, social interaction is facilitated
by CRM.
Conclusion
First, CRM lasts long on moderate strain conditions. An open
question will remain a research advantage, whether it remains
durable in harsh conditions. The convicting knowledge living in
an individual association of stratum bits of expertise developed
by the practice community group need to be excavated by
individuals answerable to advanced philosophical of team asset
the board, and by those liable for checking the CRM preparing
an educational plan. The mining of workers' understandings is
active learning hypothesis. Thirdly, CRM shapes and
encourages social relations through communication. CRM is
standardizing: it makes the most widely used language of social
collaboration and advances social intercourse. In this manner, it
bolsters group development — an essential minute in the life of
a rostered team. Fourthly, thoughtlessness concerning

crewmembers undermines CRM. There was causing delay and
inconvenience to crew and passengers.
Lastly, the interference of the deck of aircraft schedules and by
outsiders (e.g., Dispatchers) represented a risk to flight-
security. Bringing issues to light of multiple calling of CRM
preparation might assist in settling the query of task process
interference. Concerning factors of people of nonattendance
preparing intended for dispatchers practiced issues rotate about
society's conflict and reduced interchanges abilities. Typically,
it is revealed by reduced associations, among the dispatchers
and the pilots affecting the productivity, certain occurrences
wellbeing.
Reference
Beck, A. C., Campbell, D., & Shrives, P. J. (2010). Content
analysis in environmental reporting research: Enrichment and
rehearsal of the method in a British–German context. The
British Accounting Review, 42(3), 207-222.
Bennett, S.A. (2015). Aviation Safety and Security: The
Importance of Teamwork, Leadership, Creative Thinking and
Active Learning. Faringdon, England: Libri Publishing Ltd.
Braun, V.; Clarke, V. (2006). Using thematic analysis in
psychology. Qualitative Research in Psychology, 3(2): 77-101.
Burns, R.B. (2000). Introduction to Research Methods.
Thousand Oaks, CA: Sage.
Garcia, D., & Gluesing, J. C. (2013). Qualitative research
methods in international organizational change research. Journal
of Organizational Change Management.
Harris, D. (2014). Improving aircraft safety. The Psychologist,
27(2): 90-94

Helmreich, R.L.; Merritt, A.C.; Sherman, P.J. 1(996). Human
Factors and National Culture. ICAO Journal, 51(8): 14-16.
Hernandez, E. C., & Ferguson, J. M. (2011). The Brady bunch:
an examination of disclosure obligations in the civilian federal
and military justice systems. AFL Rev., 67, 187.
Kanki, B. G. (2019). Communication and crew resource
management. In Crew resource management (pp. 103-137).
Academic Press.
Langer, E.J. (1989). Minding matters: The consequences of
mindlessness-mindfulness. In L. Berkowitz (Ed.) Advances in
Experimental Social Psychology. New York, NY: Academic
Press.
Maxfield, M.G.; Babbie, E. (2001). Research Methods for
Criminal Justice and Criminology, Third Edition. Wadsworth
Thomson Learning.
Nullmeyer, R. T., & Spiker, V. A. (2003). The importance of
crew resource management behaviors in mission performance:
Implications for training evaluation. Military
Psychology, 15(1), 77-96.
Salas, E., Wilson, K. A., Burke, C. S., & Wightman, D. C.
(2006). Does crew resource management training work? An
update, an extension, and some critical needs. Human
Factors, 48(2), 392-412.
Salas, E.; Burke, C.S.; Bowers, C.A.; Wilson, K.A. (2001).
Team Training in the Skies: Does Crew Resource Management
(CRM) Training Work? Human Factors, 43: 641-674
Sparkes, A. C. (2009). Ethnography and the senses: Challenges
and possibilities. Qualitative research in sport and
exercise, 1(1), 21-35.

Tuckman, B.W.; Jensen, M.C. (1977). Stages of small group
development revisited. Group and Organizational Studies, 2:
419-42
Weick, K.E. (1990). The Vulnerable System: An Analysis of the
Tenerife Air Disaster. Journal of Management, 16(3): 571-593.
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