CRM Training and Simulation Programs ASCI 516Module 7 Presen.docx

CRM Training and Simulation Programs
ASCI 516
Module 7 Presentation
CRM Training Goals
Increased safety
Increased effectiveness
Increase efficiency of operations
Axioms Regarding Effective CRM Implementation
To be accepted, CRM concepts must be accorded the same
status as adherence to technical standards that are continually
measured and reinforced
If the concepts of CRM cannot be reinforced, there is no point
in committing resources to the training. CRM will not be
treated with the same seriousness as technical issues
Instructors and evaluators must be trained and skilled in
assessment and reinforcement of human factors
Company Policies
Laws, Rules
Security/Hazardous Materials

Air Traffic Control
Weather
Aircraft Operations
Emergency
Abnormal
Flight Maneuvers
Communications
System Operation
Visual
Interpretation of Hazards
System Control
Aircraft Control
MOTOR
ACTIVITIES
SKILLS
PROCEDURAL
ACTIVITIES
SKILLS
INFORMATION
BASE
KNOWLEDGE
TECHNICAL/ FLIGHT CONTROL SKILLS
Review
Leadership
Concern for Operations
Interpersonal climate
Group climate
Automation Management
Briefings / Debriefings

Inquiry/Assertion
Crew Self-Critique
Conflict Resolution
Communications
Decisions
Preparation
Planning
Vigilance
Workload Distribution
Distraction Avoidance
COMMUNICATION
PROCESSES AND
DECISION MAKING
TEAM BUILDING
AND
MAINTENANCE
WORKLOAD
MANAGEMENT
AND SITUATIONAL
AWARENESS
Review
CREW RESOURCE MANAGEMENT SKILLS
5

Review of
Differences
1.Mission
2. Crew
3. Type of Aircraft
4. Equipment
5. Financial Resources
6. Developers of Course
7. Culture
Review of Principles Fundamental
to a CRM Program
Interpersonal skills.
Effective Team coordination.
Crew members Attitudes & Behaviors.
Involves the Entire flight crew.
Active participation of all crew members.
Buy-in from the entire organization structure.
Tailored to the flight program and integrated into the Total
training curriculum.
CRM Training Components
Initial Indoctrination/Awareness
Classroom presentations focus on Communications, Decision
making, Interpersonal relations, Crew coordination, Leadership,

SOPs, & others
Recurrent Practice and Feedback
LOFT - Line orientated flight training
Continuing Reinforcement
Embedded into entire organization culture
Implementation
Research programs and airline operational experience suggest
the greatest benefits are achieved by adhering to the following
practices:
Assess the status of the organization before implementation
How widely are CRM concepts understood and practiced?
Survey crewmembers, management, training and standards
personnel
Observe crews in line operations
Analysis of incident / accident reports
Implementation
Get commitment from all management, especially senior
managers
Commitment for resources
Flight ops and training manuals should include CRM concepts
by providing crews with necessary policy and procedures
guidance
Foster and support open communications (e.g. appropriate
questioning, no reprisals, etc.)

Implementation
Customize training to reflect the nature and needs of the
organization
Establish priorities for topics to be covered
Define scope of the program and an implementation plan
Special training for check airmen, supervisors and instructors
prior to training crewmembers and support personnel
Implementation
Communicate nature and scope of program before startup
To prevent misunderstandings about focus of CRM training and
implementation, provide crews, managers, and training and
standards personnel with a preview of what CRM training will
involve together with plans for initial and continuing training
Implementation
Institute Quality Control procedures
Monitor delivery of training and determine areas where training
can be strengthened
Use course feedback surveys to collect systematic feedback
from participants in the training

Content of the Phases of CRM Training
Indoctrination/awareness training consists of classroom training
and focuses areas such as:
Communications
Decision-making
Interpersonal relations
Crew coordination
Leadership-Followership
Concepts are developed, defines and related to the safety of line
operations
This component also provides a common conceptual framework
and a common vocabulary for identifying flight operations and
crew coordination problems
Include as many support personnel as possible (e.g. flight
attendants, maintenance, flight dispatchers, managers, etc.)
Can be accomplished by a combination of training methods such
as:
Lectures
Videos
Discussion groups
Case studies
Role-playing exercises
CBI

Video-taped examples of good/poor team behavior
Requires the development of a curriculum that addresses CRM
skills that have been demonstrated to influence crew
performance
Should define concepts involved and relate them directly to
operational issues that crews encounter
Indoctrination/Awareness
Survey data collected prior to implementation can be useful in
this area
Survey for current attitudes and perceptions
Pre-test knowledge of CRM
Also recommended:
End of Course Exam
Post test (performance based)
Recognize that classroom instruction alone does not
fundamentally change crewmember attitudes over the long term
It is only a necessary first step (awareness) that must be
followed-up and reinforced

Phase II: Recurrent Practice and Feedback
Include as a part of recurrent training requirements (e.g. Part
121/135 recurrent training)
Classroom training and briefing room refresher training
Follow-up with LOFT and video taped feedback
Use full crews that train in their normal roles and positions
Both instructor and self-critique are important
LOFT Simulations
Full mission, high fidelity sim’s
Scenario designed to present situations requiring crew
coordination efforts
Emphasis on training, not checking, in a non-punitive setting
To protect anonymity, videotapes should be erased after each
session
Phase III: Continuing Reinforcement
One-time exposures to classroom, role-playing and LOFT with
feedback is not sufficient
Attitudes/norms may have developed over a period of many
years
It is unrealistic to expect a short training program to reverse
years of habits
CRM must be embedded in every stage of training, and
reinforced daily in the operational environment
Goal should be to become an inseparable part of the
organization’s culture

Curriculum Topics
Communications topics should include both internal and
external influences on interpersonal communications
Briefings
Inquiry/advocacy
Crew self-critique (decisions and actions)
Conflict resolution
Communications and decision-making
Team Building and Maintenance
Leadership/followership
Interpersonal relationships/group climate
Workload management and situational awareness
Preparation/planning/vigilance
Workload distribution/distraction avoidance
Individual factors/stress reduction
Specialized Training
Upgrading to captain
New hire orientation
Check airmen
CRM instructors/facilitators
Managers

CRM Training Focus
Knowledge, Skills, and Abilities (KSAs)
Mental attitudes
Motives related to cognitive processes
Interpersonal relationships that influence crew coordination
Management of resources in flight ops
KSAs
Communication processes and decisions
Listening
Scrutiny
Inquiry
Advocacy
Conflict resolution
Operational problem-solving & decision making
KSAs
Workload management and situational awareness
Extent to which crewmembers maintain awareness of ops
environment
Anticipate contingencies
Plan and allocate activities to manage stress and workload
Computer Based Instruction
Is cost effective
Does not require large number of instructors

Allows trainee to work at own pace
Specialized training modules can be on hand for refresher when
needed
Evaluation Without Jeopardy
Balance must be struck between the organization’s evaluation
needs and those of crewmember and organizational privacy
Data shared must be de-identified (off-site archives & summary-
level collection) to avoid finding their way into accident
investigations and courtrooms
Failure to de-identify puts orgs/individuals in jeopardy
Modes of Assessment
Evaluation of outcomes
Focuses on determining extent to which training programs were
successful in achieve results (evidenced by successes and
failures)
Evaluation of training program outcomes
Effects of training on CRM KSA’s targeted by the curriculum to
determine which KSA’s are transferred to line ops and retained
between recurrent training periods
Training Program Outcomes
Concerned with modifying/enhancing existing training programs
through recommendations based on observations

Evaluates curriculum materials
Instructional behaviors as opposed to training program
outcomes
Assessment of the characteristics of students, instructors, and
their organizations before training may moderate effects of
training program elements on training outcomes
Assessment Criteria
Questionnaire responses are quantified, enabling estimation of
their
Reliability (Are results consistent over time?)
Validity (Does the instrument measure what it is supposed to
measure?)
Measures of Training Outcomes
Motivation
Learning
Change in mental attitudes among individual students
Measures of crew behavior in LOFT and line operations
(see page 184 for LOFT evaluator survey)
Consider Individual & Organizational Characteristics
Individuals (students and instructors)
Pre-training attitudes
Personality
Learning preferences

Organizational
Top management commitment to CRM training is a key factor to
success
Endorsement by pilot organizations
Endorsement by unions
Mergers effecting culture (when two cultures merge, usually
one of them loses their identity)
Pre-merger
Post-merger
Other Factors to Consider
Information systems
Reward systems
Cultural climate - CMAQ attitude scales (p. 187)
Educational systems (page 190)
Advanced Crew Resource Management (ACRM) Training
Key Elements:
Development of CRM procedures
Training instructors and evaluators
Training fleet crews
Assessment of crew based performance based on the airline’s
operational environment

Southwest Airlines
Examples of Content in SWA’s Crew Resource Management
Training Program
39
Captain Upgrade Leadership
40
Why Is This Needed?
Avoiding ASAP and NASA reports
Skills to not get the “Call this number when you land” from the
FAA
Avoiding, Trapping and Managing Error
Fewer letters in your file is good
Monitoring and Challenging Skills
Most Importantly…Leadership!
41

Questions
Who makes the decisions in the cockpit?
Who is accountable?
Who is in charge?
42
Profile of Effective vs. Non-Effective
CaptainsEffectiveIneffectiveCommunicates/ListensDistantPatie
nce/TactEgoTrust In CrewMicro ManagesEnables
CrewAngryPositive AttitudeDistrustMentor/TeacherDisregards
AuthorityBuysCheap
43
What Pushes Us to the Right?
Commuting
Stress
Distractions
Crew
Schedule
Weather
Maintenance
Delays
Health
When you feel it happening, take a step back and don’t go to the
right side.

44
Pilot Responsibilities
Disciplined and Professional Flying Skills
Professionalism vs. Foolish Pride
Standardization and Coordination
“On-Scene” Leader
Creative in Servicing Customers
45
Threat and Error Management
We Know that Human Error is inevitable
Limited memory and processing capability
Limits imposed on us by
Stressors
Fatigue
Psychological Factors
Poor Crew Teamwork / Cultural Influences
46

Types of Flight Crew Error
Intentional Non-Compliance
Performing a checklist from memory
Procedural
Wrong altitude dialed into the MCP
Communication
Miscommunication with ATC
47
Flight Crew Error (Continued)
Proficiency
Lack of knowledge of automation
Decision
Unnecessary navigation through adverse weather
48
Some Threats
Weather
Customers
Unfamiliar Airports
Fatigue
Illness
Traffic
Security
Etc.

49
Threat and Error Countermeasures
CRM Skills
Pilots are the Final Filter
50
Incidents
Burbank
Providence
Chicago
51
Most Common Errors
Procedures
Tactile Decisions
Failure to Monitor and Challenge
52

How do we establish an Environment for Effective Monitoring
and Challenging?
Briefings!
53
Briefings
Set the tone for the entire trip
Key element for safety
Necessary for all crew members
54
Assertion
“Crewmembers speak up, and state their information with
appropriate persistence until there is a clear resolution.”
55
Captain’s Authority
FAR 91.3(a)
Flight Operations Manual
FAR 121.533

56
Wrapping Up
Alertness and Vigilance
Procedural Compliance
Communicate
Lowest Common Denominator is…Leadership!
57
Captain Leadership
58
Course Introduction
Discussion about the abnormal experiences the new Captains
had over the past 6 months

59
Recap on Effectiveness
Preflight Briefings
Empathetic
Build the Crew vs. Tearing them down
Not Nitpicky
Knows and Does his/her job
Leading by Example
We Gave you the Leadership Role….DO IT!
60
Louisville 5th Grade Class
Responsible
Open Minded
Absorb New Ideas
Encouraging but doesn’t lie
If you say that you’ll do something…do it.
Not Mean
Listens to People
61
Question
Since the Federal Aviation Regulations and the Flight
Operations Manual gives the Captain full authority, does that

make him/her a leader?
Absolutely Not
62
Authority is power which is delegated or assigned
Leadership is "the process of influencing the behavior of other
people toward group goals in a way that fully respects their
freedom."
63
An Effective Leader
Maintains “Command Authority”
Maintains a Positive Attitude
Sets the Tone and Defines Expectations
Mentors, Trains and Takes Care of the Crew
Gets out in front; Manages and Directs Crew
64
Q & A
Questions posed from the Captains to lead members of:
Flight Operations Training

Dispatch
In-Flight
Ground Operations
Maintenance
65
Respectful Assertion
Communicate to Correct – Correct with Respect
Use Clear, Concise, Timely and Certain verbiage
66
Monitor Crew Situational Awareness
Pilot and Flight Attendants workloads are not concurrent
67
Risk Assessment
Identify Risks
Asses the Risk (low, medium, high)
Manage the Risk
Validate

68
Why do Crews Make Unnecessary Risks?
Ego
Get-There-It is
72% of Errors from an omission in the FOM
Speed/Altitude Calls
Omission of a preflight briefing, etc.
69
Trauma Expense?
Accident Rescue/Salvage
Family Assistance
Litigation
Loss of Hull & its use
Increased Staffing
External Safety Audits
Reduced Bookings/loads/yields
Lower Stock Value
Lower Image/financial rating/growth
Management Distracted
Current “Trauma” Expense - $1-1.5 Billion

70
Think About Your Decisions
Does anyone want to Follow you?
Does anyone want to Emulate you?
“LEADERS” are always learning!
71
Extending Human Factors Training to Flight Attendants
Background
FAA now requires Flight Attendants to undergo CRM training
Most airlines re-hash pilot CRM course, or focus on only pilot-
F/A interactions
Few high quality diagnostic tools
Optimize F/A CRM Training
To build maximally effective training, it must be tailored to the:
specific duties and responsibilities of the F/A’s
organizational and national culture
leadership and authority structures
interactions between F/A’s and all groups with whom they have
contact

types of safety-related errors F/A’s commit
Flight Attendant Safety Attitudes Questionnaire
Organizational climate
Senior and base management evaluations
Employee group teamwork perceptions
Perceptions of leadership in the cabin
Leadership styles appropriate and encountered
Crew planning and scheduling
Flight attendant stressors
Interactions with the cockpit
Safety perceptions
Training
Competence in emergency procedure
First Survey Results
F/A’s expect a much more directive style of leadership from the
Captain than FO’s
Joint training based on the cockpit model may be too
“consultative” for F/A’s
Captains who expect the same type of interaction from FO’s and
F/A’s work under the wrong model
But appropriate leadership style within the cabin is more
consultative (and also less well defined)
First Look

Domestic and International Data
Other Professions Using CRM Related Training Methods
Domains Utilizing Human Factors and Error Management
Training
Non-Aviation Domains That Use HF and Error Management
Training
Medicine (e.g. ER & OR teams)
Merchant Marines
Production Teams
Nuclear Reactor Teams
Review – FAA Human Factors “CRM Applications Beyond
Aviation” Team Performance Module.
Line Operational Simulation
LOS is widely used to provide opportunities for crews to
practice CRM concepts in realistic and challenging simulated
flight situations.

LOS includes LOFT, Line Operational Evaluation (LOE), and
Special Purpose Operational Training (SPOT).
LOFT is the original "non-jeopardy" form of simulation training
in which crews are not graded on their performance. Like
LOFT, SPOT is used for training rather than evaluative
purposes.
Design of LOFT & SPOT
LOFT and SPOT simulation events should reflect the specific
needs and requirements of the flight operation, considering
Consequence of error
Relative difficulty
Frequency of occurrence in specific operations
LOFT vs. LOE
Both LOFT and LOE are full-mission simulations that include
all phases of flight, whereas SPOT may be full-mission or only
a segment of a flight tailored to focus on a particular training
point.
Line Operational Evalution (LOE) air crews are graded, which
is required in those airlines that participate in the FAA's
Advanced Qualification Program (AQP)
AQP and Line Operational Evaluations (LOE)
AQP is has enabled crews to actually able to practice CRM,

because poor CRM can cause crews to fail a LOE (Birnbach &
Longridge, 1993; FAA, 1991).
In order for LOE programs to be effective and accepted, pilots
must believe they are being graded on performance dimensions
they understand and by criteria that seem appropriate and
achievable.
The ability of crews to analyze and evaluate their own
performance in LOFT may predict their acceptance of LOE
grading.
CRM Events in Simulations
The use of LOS in a curriculum was originally proposed as a
means of ensuring that CRM issues are adequately addressed for
training and evaluation purposes
For this reason, many scenarios are designed around a CRM
theme
The difficulty in LOS design arises in identifying events and
event sets that address this theme
CRM in Simulations (cont.)
In many cases the theme used is one of the CRM categories, for
example, situational awareness
The CRM concept of SA must then be translated into flight
situation characteristics or activities
The designer can then determine which types of constraints to
use (weather, terrain, fuel status, etc.)
Through identification of the range of flight activities required
in the scenario, the range of CRM and technical activities that
should be trained and/or evaluated can then be determined

Considerations in Preparing LOFT Simulations
Generation of workload
Creative problem solving
Scenario dominated approach
Line Oriented Flight Training (LOFT)
Instructors should facilitate self-discovery and self-critique by
the crew rather than lecture on what they did right and wrong
Self discovery by the crew is believed to provide deeper
learning and better retention.
Crews are more likely to enhance their performance of CRM in
line operations if they develop their ability to analyze flight
operations in terms of CRM and debrief themselves after line
flights.
LOFT
How much crews learn in LOFT and take back to the line
depends on the effectiveness of the debriefing that follows the
LOFT
The simulation itself is a busy, intense experience, and
thoughtful discussion afterward is necessary for the crew to sort
out and interpret what happened and why.

Instructor Role
Instructors are expected to lead debriefings in a way that
encourages crew members to analyze their LOFT performance
for themselves.
Rather than lecturing to the crew on what they did right and
wrong, the instructor is expected to facilitate self-discovery and
self-critique by the crew
Introduction
One purpose of the introduction is to let the crew know that
participation and self-evaluation are expected of them, and why
it is important.
Makes clear that his role is guide/facilitator and that crew
should do most of the talking
Clearly conveys that crew should take an active role, initiating
discussion rather than just responding to him
Clearly conveys that he wants crew to dig deep, critically
analyzing the LOFT and their performance
Gives a persuasive rationale for the crew to participate actively
and make their own analysis
Instructor Introduction
Specifically and thoroughly explains that his role is
guide/facilitator and that crew should do most of the talking and
lead the discussion
Sets strong expectations for proactive crew participation,
explicitly stating they should initiate discussion rather than just
responding to IP questions
Explicitly and emphatically states that crew should dig deep,
critically analyzing the LOFT and their performance

Gives a persuasive rationale for the crew to participate actively
and make their own analysis and makes a strong case for why it
is important to do it this way.
Questions
The purpose of asking questions is to get the crew to
participate, focus the discussion on important topics, and enlist
the crew in discussing the topics in depth.
Asks an appropriate number of questions to get crew talking &
lead them to issues
Avoids answering for the crew when they do not respond
immediately or correctly and uses a pattern of questioning that
keeps the focus on the crew
Uses probing and follow-up questions to get crew to analyze in
depth and to go beyond yes/no and brief factual answers
Uses questioning techniques to encourage interaction and
sharing of perspectives among crew members
Instructor
Asks questions as appropriate to get crew talking & lead them
to issues
rewords questions or otherwise avoids answering for the crew
when they do not respond immediately or correctly, and
consistently uses a pattern of questioning that keeps the focus
on the crew
uses probing and follow-up questions as a tool to evoke in-
depth discussion and optimize crew self-discovery, while
forcing crew to go beyond yes/no and brief factual answers

uses questioning techniques to encourage substantial interaction
and sharing of perspectives among crew members
Encouragement
Encouragement refers to the degree to which the instructor
encourages and enables the crew to actively and deeply
participate in the debriefing.
Conveys sense of interest in crew views and works to get them
to do most of the talking
Encourages continued discussion through active listening,
strategic pauses, avoiding disruptive interruptions, and/or
following up on crew-initiated topics
Encourages all members to participate fully, drawing out quiet
members if necessary
Refrains from giving long soliloquies or giving his own analysis
before crew has fully analyzed
Instructor
Communicates an interest in crew views and actively strives to
get them to do most of the talking and lead their own
discussion.
Uses active listening and pauses, avoids interrupting, and
follows up on crew topics.
Encourages all members to participate and draws out quiet
members as necessary.
Refrains from lecturing and giving own analysis before crew.

The goal of the debriefing session is to get the crew to evaluate
and analyze their own CRM performance so they will learn
more deeply and can gain practice in debriefing themselves, a
skill they can then begin to use on the line.
Encourages crew to analyze along CRM dimensions the
situation that confronted them, what they did to manage the
situation, and why they did it
Encourages crew to evaluate their performance and/or ways they
might improve
Encourages crew to explore CRM issues and how they
specifically affect LOFT performance and line operations
Encourages crew to analyze issues, factors, and outcomes in
depth, going beyond simply describing what happened and what
they did
Instructor
Encourages and pushes crew to analyze along CRM dimensions
the situation that confronted them, what they did to manage the
situation, and why they did it.
Encourages and pushes crew to evaluate their performance
and/or ways they might improve.
Encourages crew to explore CRM issues and how they
specifically affect LOFT performance and line operations.
Encourages crew to analyze issues, factors, and outcomes in
depth, going beyond simply describing what happened and what

they did.
Videos
One stated purpose of showing videotaped segments of the
LOFT is to enable the crew members to see how they performed
from an objective viewpoint so they can better evaluate their
performance. More realistically, perhaps, the video reminds the
crew of the situation, aiding their memory and providing a focus
for debriefings and further discussion.
Videos
Uses video equipment efficiently: is able to find desired
segment without wasting time and pauses the video if
substantial talk begins while playing
Consistently discusses video segments, using them as a
springboard for discussion of specific topics
Has a point to make and uses the video to make that point.
Instructor
Shows an appropriate number of videos of appropriate duration
to illustrate/introduce topics.
Uses video equipment efficiently: is able to find desired
segment without wasting time and pauses the video if talk
begins while playing.
Evokes and consistently pursues thorough crew discussion of

each video segment or topic.
Has a point to make and uses the video to make that point.
Crew Analysis and Evaluation
Crew analysis and evaluation refers to the depth to which the
crew members analyze the LOFT situation and evaluate their
performance.
Analyze along CRM dimensions the situation that confronted
them, what they did to manage the situation, and why they did it
Evaluate their performance and ways they might improve
Explore CRM issues and how they affect LOFT performance
and line operations
Analyze issues, factors, and outcomes in depth, going beyond
simply describing what happened and what they did
Instructor
Analyze along CRM dimensions the situation that confronted
them, what they did to manage the situation, and why they did
it.
Evaluate their performance and ways they might improve.
Explore CRM issues and how they affect LOFT performance
and line operations.
Analyze issues, factors, and outcomes in depth, going beyond
simply describing what happened and what they did.

Depth of Crew Activity
Activity refers to how actively, versus passively, and deeply the
crew participates in and initiates discussion.
Go beyond minimal responses to IP questions
Participate deeply and thoughtfully
Initiate dialogue rather than just responding to questions, and/or
interact with each other rather than only with the IP
Behave in a predominantly proactive rather than reactive
manner, being actively involved rather than just passing through
the training
Instructor
Should go substantially beyond minimal responses to questions.
participate deeply and thoughtfully.
initiate dialogue and pursue issues to completion rather than
just responding to questions, and consistently interact with each
other rather than only with the IP.
proactive rather than reactive manner, being actively involved
rather than just passing through the training.
Line Operations Safety Audit (LOSA)
Utilizes trained observers riding in cockpit jump seats to
evaluate several aspects of crew performance
At the core of the LOSA process is a model of threat
management and error management, which provides a
framework for collection of data
In-flight observers record the various threats encountered by
aircrew, the types of errors committed, and most importantly,

they record how flight crews manage these situations to
maintain safety
107
Observers also collect data on CRM performance and conduct a
structured interview to ask pilots for their suggestions to
improve safety
These combined data sources provide the airline conducting the
LOSA with a diagnostic snapshot of safety strengths and
weaknesses in normal flight operations
108
A large LOSA data set is maintained by the University of Texas
Human Factors Research Project (over 1700 flights)
This allows study of crew performance issues across a number
of different airlines with the commercial airline industry
109
Flight crew performance and procedural drift
Baseline performance
“Procedural
drift”

Operational performance
Reasons for drift:
Unintentional
Following the “norm”
Intentional non-compliance
Pgs. 295-296
F/A Views of Captains
0
10
20
30
40
50
60
Autocratic
Directive
Consultative
Consensus
Minimal
AppropriateTypical
FO Views of Captains
0
10
20
30
40
50
60
70
80
Autocratic

Directive
Consultative
Consensus
AppropriateTypical
Domestic Lead
0
10
20
Week 6 Discussion 1 Community Involvement
Epstein writes, “The way schools care about children is
reflected in the way school’s care about the children’s
families.” What do you think she means by this? What do you
see as the fundamental reason that schools, families and
communities need to work together? Also, Abravanel’s paper
Building Community Through Service-Learning: The Role of
Community Partner,Links to an external site. makes interesting
points about community involvement. Describe your vision of
what this kind of engagement would look like in your
community.
INSTRUCTOR GUIDANCE
WEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original
guidance in this document.
In Week Five, you read about the link between Maslow’s
Hierarchy of Needs and parental involvement. When students do
not have their basic needs met or do not feel safe in school, they
are not fully prepared for academic instruction. “It is
imperative that we proactively create a climate that will support
all students learning” (Hjalmarson, 2011, p.135). Partnerships
are all about connection. In this final week of the class, we will
end our discussion about the need to develop partnerships
among schools, families, and communities to support student
success.

Parents are the glue that helps to bring students and schools
together. For schools, it is important to gain parent support and
involvement in assisting students in their educational growth.
Schools must develop strategies to offer parents in establishing
better support for students in their educational journey;
however, in order for schools to help parents, there must be a
plan in place. We learned at the start of this course that there
are a variety of ways in which parents can be supportive of
students in school. Far gone are the days when the only way
that parents could show support was to help with homework.
Although helping with homework is still vital, it is only a small
example of the many strategies that parents can use to support
the education of their children.
Think about the classroom today, beyond fundraisers and PTA
meetings. What are some of ways in which your child's school
has asked for your support or you have asked parents for
support? How does this extend to using technology as a means
of academic support? Consider the technology you use to
communicate with your child’s teachers or with the parents of
your students. Research shows a strong correlation between the
achievement gap and home Internet accessibility (Empowering
Parents, 2010). “If, as President Obama emphasizes, parents
have a responsibility to be actively involved in their children’s
education, they will need the technology tools and skills to do
so effectively” (The Children’s Partnership, 2010, p. 7).
Having regular communication with schools through email,
blogs, and social media helps parents receive updates to their
child’s performance and plan for what additional supports they
might need for areas of need.
We have learned throughout the previous weeks of this course
that classrooms throughout the U.S. have become increasingly
diverse. Hjalmarson writes that, “when people are born into
families with limited parenting skills, without some intervention
or training, they will very likely be the same kind of parent that

they were raised by” (2011, p. 157). Leaders in schools today
must recognize the need to become culturally literate so that
students can be successful. There have been a variety of
strategies discussed that can be used to implement a strong
program to support students and their families through
collaboration. Members of the school must take on the needed
leadership roles to address what's most important to students
and their families; however, according to the NEA, "cultural
competence is a key factor in enabling educators to be effective
with students from cultures other than their own" (no date, para.
2). What makes the need for cultural competence so important?
How can you contribute to building a positive relationship with
your school’s community? What can you do to provide support
to parents to encourage stronger school involvement?
Week 6 Discussion Guidance
Successful models of family partnerships makes families feel
welcome, include family input in multicultural curriculum, and
offer workshops for parents to learn and grow with their
children. One organization, Parents Reaching Out, uses the
Epstein model for parental involvement by developing family
leadership, connecting families throughout the community, and
provide families with learning opportunities (Parents Reaching
Out, 2008). They relate a supportive academic environment to
weaving a blanket. “Consider the similarities between weaving
blankets that stand the test of time and creating supportive
environments that help our children to thrive. The systems,
services and families in our children’s lives are strands of
thread” (Parents Reaching Out, 2008, p. 2). For the first
discussion, Community Involvement, reflect back to the
writings of Epstein. Respond to all of the questions being
posed here. Our communities are an important aspect of the
growth of the students within them. What does it look like to
have a community that is involved in the support and education
of students through shared decision-making and service learning
opportunities?

For the second discussion post, Los Pen, look back at the
research and data surrounding the success of the Los Pen
school. What conclusions can we draw from what we have
learned? Consider their motto: We are committed to creating a
school that knows no limits to the academic success of each
student. What does this mean in relation to the school’s
transformation? Using the empirical evidence as a starting
point, focus on the quantitative data and qualitative narratives,
what conclusions can you draw about the efficacy of the many
aspects of differentiated parent support? Please review the
discussion board rubric prior to your initial post to ensure you
are fully meeting each of the set criteria to earn full credit.
Your initial post should include relevant professional, personal,
or other real-world experiences in a manner that is rich in
thought and provides valuable insight into the topic.
Additionally, all elements of the discussion board prompt
should be thoroughly addressed with strong and precise
connections to previous and/or current course content, or to
real-life situations. When substantively replying to your peers’
post, be sure to provide a thorough and constructive analysis
relating the response to relevant course concepts that
incorporates pertinent follow-up thoughts or questions about the
topic, and demonstrates respect for the diverse opinions of
fellow learners.
Week 6 Assignment Guidance
All of the previous assignments have brought us to the
preparation for the final project for this course. Last week, you
developed an outline of a plan for a service learning project that
involved the school, the family, and the community. For
schools to be successful in supporting students academically
and emotionally, a strategic plan must be developed. Like you
addressed in the discussion post, the way schools care about
children is reflected in the way school’s care about the

children’s families. For this final project, Parental Involvement
for the 21st Century, revisit the National Network of
Partnerships Schools (Links to an external site.) from Week
Two. This organization provides sample plans and templates to
get you started. Be sure that your plan is supported by research
and resources for a successful outcome. Thoroughly read the
instructions for the final project to gain a better idea of what is
expected. Please use the assignment rubric to assist with the
development of your paper. Finally, make sure to use the
grading rubric as a self-checklist before submitting the final
copy of your assignment to confirm you have met or exceeded
each required expectation. The highest level of achievement on
the rubric is “distinguished,” which is only earned through
exceeding posted expectations at the proficiency level. Please
remember you are in a masters-level program. Therefore, your
writing, research, and content are held to graduate-level
expectations.
References and Resources
Hjalmarson, F. (2011). Differentiated parent support: Engaging
parents in unique ways to increase their involvement in School.
San Diego, CA: TurnAround Schools Publishing.
Jeltovski. (2011). mf692 (Links to an external site.)
[photograph]. Retrieved from
http://www.morguefile.com/archive/display/786542
Learning Leaders. (2011, March 11). Family engagement =
student success (Links to an external site.). Retrieved from
https://www.youtube.com/watch?feature=player_embeddedv=gw
EPv2ob_QI
National Network of Partnership Schools. (2010). One-year
action plan for partnership (Links to an external site.).
Retrieved
from http://sowashco.granicus.com/MetaViewer.php?view_id=2
&clip_id=333&meta_id=10524
NEA. (n.d.). Why cultural competence? (Links to an external

site.) Retrieved from: http://www.nea.org/home/39783.htm
Parents Reaching Out. (2008). Family involvement building
community partnerships (Links to an external site.). Retrieved
from http://www.directionservice.org/cadre/parent/artifacts/PR
O-NM-
3%20Family%20Involvment%20Building%20Partnerships2008.
pdf
The Children's Partnership. (2010, October 7). Empowering
parents through technology (Links to an external site.).
Retrieved from http://www.childrenspartnership.org/research-
list/empowering-parents-through-technology/
Required Resources
1. Read from your text, Differentiated Parent Support: Engaging
Parents in Unique Ways to Increase Their Involvement in
School:
· Chapter Eleven – Home to School Connection
· Chapter Twelve – Full Circle
2. Abravanel, S.A. (2003). Building community through service-
learning: The role of the community partner. Links to an
external site.University of Nebraska Digital Commons..
Retrieved from
https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article
=1014&context=slcepartnerships/
1. With the community partner in mind, from the school
perspective, what can be done to encourage and support the
emergence of the agency or organization as a partner? From the
agency or organization perspective, what are the significant
considerations involved in establishing successful service-
learning partnerships?
Recommended Resources
1. Marshall, L. & Swan, P. (2010). Parents as Participating
Partners. Australian Primary Mathematics Classroom, 15(3), 25-
32. Retrieved from EBSCOhost.
1. This article highlights some key pedagogical strategies that
assisted classroom teachers to improve indigenous students’

understanding of mathematics, particularly in the area of
numbers.
· School/ Family/ Community Partnerships: Caring for the
Children We Share. (2010). Phi Delta Kappan, 92(3), 81-96.
Retrieved from EBSCOhost.
1. Epstein discusses the need to develop partnerships between
schools, families, and communities to support student success.

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