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The same set of documents applies to the normative and methodological support of the educational process of crew resource management training in both civilian and military subsystems. Within the framework of both trainings, there is a state educational standard of vocational education; a curriculum, curricula of disciplines, and an educational and methodological complex of disciplines. However, approaches to the compilation of these documents, and their content in military and civilian crew resource management training have certain differences.
In the practice of military crew resource management training, the development of the curriculum is preceded by the development and active use of a structural and logical scheme in the field of training. The structural and logical scheme is a document reflecting the list of disciplines studied and the graphical relationship between all disciplines of the field of training. Disciplines are arranged by levels, while each level is the corresponding stage of training, and communication lines indicate which knowledge of previous disciplines is necessary for the presentation and assimilation of subsequent disciplines (Read & Charles, 2018). The presence of such a document allows us to reasonably describe the inputs and outputs for each discipline being studied and excludes cases of planning disciplines in relation to which the necessary material has not yet been read and studied by students. The presence of a structural and logical scheme allows to formation of a curriculum in which disciplines are studied in a strict logical sequence. Thus, cases are excluded when disciplines are studied for which the material has not yet been presented earlier.
A mandatory element of the work programs of the military crew resource management training is a description of the inputs and outputs for this discipline. In accordance with the structural and logical scheme for the discipline being studied, the work program describes the input, implying which disciplines and their corresponding sections should be mastered by this moment, and the output, implying which subsequent disciplines use the material of the studied discipline. At the same time, it was described in the international standards of the ISO 9000 quality management system, so it was used by the military crew resource management training for a long time (Wakeman & Langham, 2018). This approach in the civil crew resource management training was systematically used only in the formation of work programs according to the state educational standards of the third generation.
The structure of the educational and methodological complex of disciplines according to the educational standards of the second generation of civil crew resource management training includes a calendar plan. The educational and methodological complex of military universities includes a thematic plan (Read & Charles, 2018). Their purpose is similar, but the calendar plan revealed only the topic of the classes held. In the thematic plan, in addition to the topic, it is indicated which issues should be considered in the lesson, with the involvement of which aviation equipment and with the use of which basic and additional literature.
Currently, in the civil crew resource management training for the disciplines of the state educational standards of the third generation, a calendar plan is not being formed it has been transformed into an application of work programs called the structure and content of the discipline in the field of training (Gabrielli et al., 2020). This application contains expanded information in comparison with the calendar plan: topics and questions of the training conducted. However, in comparison with the thematic plan, there is no information on the attracted aviation base and methodological support for specific types of classes.
The analysis of educational and methodological complexes of disciplines of military crew resource management training, especially in terms of conducting practical classes, shows the strict orientation of methodological materials to specific objects of future professional activity of graduate officers. Educational and methodological complex is not general, but specific. The higher military crew resource management training studies the design, manufacture, and operation of aviation resources in service, the nomenclature of which is limited. As a rule, the educational and methodological complex is supported by an appropriate material base for the studied technique (Gabrielli et al., 2020). Therefore, the period of adaptation of graduates of the military crew resource management training, who are well acquainted with the objects of the upcoming activity, is either formal or a very limited period of time. Young officers immediately receive admission to work and begin to perform their official duties.
In civilian crew resource management training, it is difficult to focus on specific resources. Their nomenclature, as a rule, is wide, therefore, there is a tendency for the predominance of theoretical material over practical, the separation of methodological material from the needs of production (Read & Charles, 2018). This trend leads to the fact that graduates of civilian crew resource management training are poorly adapted to future professional activities.
These differences make it possible to rigidly structure methodological support at different hierarchical levels from the state educational standard to a separate discipline, to ensure a consistent and logical presentation and assimilation of the material. Thus, there are many positive examples in the practice of military crew resource management training. One of the reasons for success is the presence of regulatory requirements for the components of methodological support, and periodic review of these requirements taking into account the analysis of the activities of graduates of military crew resource management training. The positive experience of military crew resource management training in the field of methodological support should be studied and, if appropriate, used in the practice of civilian crew resource management training.
References
Gabrielli, G., Russo, V., & Ciceri, A. (2020). Understanding organizational aspects for managing crisis situations: A comparison between military and civil organizations. Journal of Organizational Change Management, 33(1), 2949.
Read, K., & Charles, R. (2018). Understanding teamwork errors in royal air force air traffic control. Safety Science, 109(8), 3645.
Wakeman, D., & Langham, M. R. (2018). Creating a safer operating room: Groups, team dynamics and crew resource management principles. Seminars in Pediatric Surgery, 27(2), 107113.
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