# Presentation: 755585

## Application of Advanced Technology to Team Training: Testing and Validation of the Aircraft Maintenance Team Training (AMTT) Software 

**Anand Gramopadhye, David Kraus, Daniel Jebaraj and Pradeep Rao**
**Dept. of Industrial Engineering, Clemson University**

**For more information contact:**
**Anand K. Gramopadhye, Ph.D.**
**Assistant Professor of Industrial Engineering **
**112, Freeman Hall**
**Clemson University**
**Clemson, SC 29634- 0920**

**Email: agramop@ces.clemson.edu**
**Tel : 864-656-5540**
**Fax: 864-656-0795**

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## Development Team

- Developed by:
- Department of Industrial Engineering,Clemson University
- In cooperation with:
- Lockheed Martin Aircraft Center Greenville, SC
- Aircraft Maintenance Technology Program Greenville Technical College

- Funded by:  Federal Aviation Administration, Office of Aviation Medicine (contract monitor: Dr. William Shepherd) / Galaxy Scientific Corporation

## Objectives

- Develop a computer based team training software (AMTT) to train aircraft maintenance technicians in teamwork related skills.
- Conduct a controlled study to determine the effectiveness of computer based team training.

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## What is AMTT?

- AMTT - Aircraft Maintenance Team Training software:  a computer based team training program
- A multimedia based modular team training program that trains Aircraft Maintenance Technicians (AMTs) on team skills that are critical in performing aircraft maintenance tasks.
- AMTT is a highly interactive program that integrates multiple media:  pictures, photographs, animation, videos, text and audio into a single user-friendly program which can be operated in the Windows (3.11 or 95) environment.
- Platform: AMTT has been installed on CD-ROMs and operates on the 486 DX2 66 MHz platform, with a 15 inch SVGA monitor, 16 MB RAM, 2MB video RAM, MCI compatible sound card, and a multi-speed CD.

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## Structure of AMTT

- Team Skills modules: Training/instructional material relevant to the four team skills which are most critical to performing aircraft maintenance tasks was consolidated under four separate modules:

- Leadership skills
- Communication skills
- Interpersonal
- Decision making skills relationships

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## Structure of AMTT

- Team skills overview module: In a short 10 -15 minute slide show presentation, the team skills overview module is designed to encapsulate all the information provided in the four team skills modules.
- Task simulation module: This module allows the users to apply the skills learned to a computer simulated team problem using an aircraft maintenance situation.
- Instructor’s module: The Instructor’s module facilitates the collection, analysis of data on each user.

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## Structure of AMTT (con’t)

- Printing module: The printing module is designed to provide instructors with the resources and structure necessary to print different screens in the team skills modules and submodules.
- Supplemental module: Consists of two hands-on decision making tools - Critical Path Methodology (CPM) and Nominal Group Techniques (NGT).

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## Testing

- Testing was conducted in two phases:
- Phase 1: Instructional Phase
- The objective of the instructional phase was to understand the effects of  team training on the AMT’s perception and knowledge of team skills.
- Subjects
- Thirty-six AMTs from teaming partners participated in the evaluation study, and were randomly assigned to the following two groups:
- Computer Based Training (CBT) Group: Trained on team skills using the AMTT software
- Instructor Based Training (IBT) Group: Trained on team skills using the traditional instructor classroom format

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## Testing

- Phase 2: Evaluation Phase
- The objective of the evaluation phase was to compare the effects of two methods of training on AMT team performance as they performed aircraft maintenance tasks.
- Teams: On completion of the instructional phase, the 18 subjects in each group were randomly assigned to three member teams and performed two tasks. The order in which the tasks were performed was counter balanced to minimize transfer effects.
- Task 1: Routine maintenance task
- Task 2: Non-routine maintenance task

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## Performance measurement

- Instructional phase: Performance measured on:
- Post training knowledge of team skills
- Post training perception of team skills
- Usability issues: measured subjects’ user satisfaction on general and delivery system specific usability issues

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## Performance measures

- Evaluation phase:** **Performance measured on:
- Application of team skills: self evaluation and independent evaluation measured team’s application and use of specific team skills - decision making, communication, leadership and interpersonal relationship (self-evaluation conducted by each team member on their team, independent evaluation conducted by three Aircraft Maintenance Technology program instructors).
- Task Performance: measured team’s performance on accuracy (e.g., number of times correct procedures followed), speed (e.g., time to complete various sub-tasks and tasks) and safety violations (e.g., safety of personnel or aircraft jeopardized).
- Test Site:
- Testing accomplished at the hangar facilities of Greenville Technology Maintenance Program.

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## Conclusions

- There was a significantly marked improvement in knowledge test scores for both the groups (IBT and CBT).
- Also, both the Groups showed almost an equal improvement on the knowledge test portion. Both IBT and CBT (AMTT team training software) scores were high and comparable on various usability issues (content, mechanics, format, usefulness, presentation). The AMTT software was very well accepted by AMT’s who found it easy to use and the information helpful.
- Teams which exhibited superior team behavior also exhibited superior performance on a select set of task performance measures. Correlational analysis showed that the results approached significance for a large number of  variables.

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## Post training

- The post training team skills knowledge scores, subjective satisfaction scores, scores for the self- and instructor evaluations on the application of team skills, and the performance of the teams on the routine and non-routine maintenance tasks were comparable for the CBT and IBT teams. CBT was as effective in delivering team training as IBT. Use of AMTT for team training has other obvious advantages.
- Standardization: AMTT provides a systematic and consistent curriculum. AMTT software provides a standardized and systematic team skills training program which aircraft maintenance instructors (at certified repair stations, airline companies, general aviation stations, and A & P schools) may use to provide team skills training.

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## Post training (con’t)

- Adaptability: AMTT can be used to deliver training at convenient times when trainees are available and need only involve the person being trained. In addition, AMTT allows the trainees to learn at their own pace.
- Recordkeeping: The record keeping capabilities of AMTT tracks the trainee’s progress and provides the training supervisor with information concerning the level of understanding being achieved.
- Cost effectiveness: AMTT can be cost effective since it minimizes down-time by providing training at times that are convenient to the trainee and the company’s work schedule.
- Demonstrates the use of advanced technology

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## Future Directions

- Extensions to the work:
- Extend study to various sites and other personnel within the aircraft maintenance organizations
- Measure long term effects of team training - retention of skills, retraining programs, etc.
- Use newer advanced technology -- 3D game environments, virtual reality
- Deliver team training to teams rather than individuals
- Expand the AMTT software to make maximum use of networked  computers and/or internet

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